TEACHER'S  MANUAL 


FOB,  THE 


HART-BOLTON 

AMERICAN   HISTORY 

MAPS 


Denoyer-Geppert    Co 

School  Map   Publishers 
CHICAGO 


MANUAL  FOR 

Hart-Bolton  American  History  Maps 


NEW 

HISTORICAL  WALL  MAPS 

Uniform  large  size,  44  x  32  inches 

ANCIENT 

Breasted  Ancient  History  Series. 
BY  JAMES  H.  BREASTED,  Ph.D.,  LL.  D.,  and  GAEL  F.  HUTH,  JR., 

University  of  Chicago. 

Sixteen  Maps  covering  the  period  to  the  Fall  of  the  Eoman 
Empire. 

EUROPEAN 

Harding  European  History  Series. 
By  SAMUEL  B.  HARDING,  Ph.D.,  Indiana  University. 
Twenty-six    Maps    from    the    Barbarian    Invasions    to    the 
Great  War. 

AMERICAN 

American  History  Series. 
Twenty  Maps  by 

ALBERT  BUSHNELL  HART,  Ph.D.,  LL.D.,  Harvard  Uni- 
versity. 
Assisted  by 

DAVID  MAYDOLE  MATTESON,  A.  M.,  Cambridge,  Mass. 
Four  Maps  (Al,  A2,  A3  and  A6)  by 

HERBERT    EUGENE    BOLTON,    Ph.D.,    University   of   Cali- 
fornia. 
Twenty-four  Maps.     More  to  follow. 

WORLD 

In  preparation. 

For  further  particulars  address 

DENOYER-GEPPERT  COMPANY 

School    Map   Publishers 
460  E.  OHIO  ST.  CHICAGO,  U.  S.  A. 


NEW 
GEOGRAPHICAL  WALL  MAPS 

Each  in  two  sizes  :  64  x  78  and  44  x  54 

UNITED   STATES,  NORTH   AMERICA 
AND   EASTERN    UNITED   STATES 

By  CHARLES  REDWAY  DRYER,  F.  R.  G.  S.,  Indiana  State 
Normal  School. 

EUROPE 

By  WILLIAM  MORRIS  DAVIS,  Ph.D.,  Harvard  University, 
and  SUMNER  W.  GUSHING,  M.  A.,  Salem,  Mass.,  State 
Normal  School. 

ASIA   AND 

EASTERN    HEMISPHERE 

By  ELLSWORTH  HUNTINGTON,  Ph.D.,  Yale  University. 

AFRICA 

By  JACQUES  W.  REDWAY,  F.  R.  G.  S.,  Mt.  Vernon,  N.  Y. 

SOUTH   AMERICA 

BY  FRANK  CARNEY,  Ph.D.,  Denison  University,  and 
WALTER  S.  TOWER,  Ph.D.,  University  of  Chicago. 

WESTERN    HEMISPHERE 

BY  WALTER  S.  TOWER,  Ph.D;,  University  of  Chicago. 

WORLD 

By  J.  RUSSELL  SMITH,  Ph.D.,  Columbia  University,  and 
GEORGE  B.  ROORBACK,  M.  A.,  University  of  Pennsyl- 
vania. 

OTHERS  TO  FOLLOW 

For  further  particulars  address 

DENOYER-GEPPERT  COMPANY 

School    Map    Publishers 
460  E.  OHIO  ST.  CHICAGO,  U.  S.  A. 


PUBLISHERS'  NOTE 

THE  announcement  on  the  opposite  page  gives  a  suggestion  of  the 
very  comprehensive  plans  the  publishers  have  in  mind  for  preparing  helps 
for  history  teachers.  Suggestions  for  the  improvement  or  extension  of 
the  plans  will  be  welcome. 

To  secure  editors  who  had  the  unusual  combination  of  scholarship 
and  teaching  ability  was  no  easy  task.  The  publishers  acknowledge  the 
splendid  co-operation  of  the  editors,  who  often  at  great  personal  incon- 
venience and  amidst  the  pressure  of  other  important  duties  sought  to 
render  a  service  for  the  better  teaching  of  history  in  American  schools. 

In  the  preparation  of  each  of  these  series  the  publishers  aimed  to 
produce  maps  that  would  meet  the  highest  demands  of  artistic  form, 
arrangement,  and  mechanical  excellence ;  <  at  the  same  time  to  keep  the 
price  of  the  maps  within  the  reach  of  the  most  modest  school  system. 
The  success  achieved  in  this  direction  is  due  to  the  skillful  and  hearty 
co-operation  of  the  craftsmen  of  the  staff. 

The  publishers  also  publish  and  deal  in  historical  pictures,  decora- 
tive pictures,  political  maps,  geographical  globes,  and  anatomical  models 
and  charts,  and  will  welcome  correspondence  in  regard  to  any  of  these 
items  from  school  officials  who  may  be  interested. 

A  display  room  is  maintained  in  which  maps  and  pictures  of  differ- 
ent publishers  can  be  examined  and  compared,  and  at  which  teachers 
are  always  welcome.  The  editorial  staff  gladly  gives  advice,  either 
personally  or  by  correspondence,  as  to  the  best  selection  of  material  for 
a  fixed  appropriation.  School  officials  are  urged  to  use  freely  this  de- 
partment of  the  institution. 


A  TEACHER'S  MANUAL 


ACCOMPANYING   THE 


HART-BOLTON  AMERICAN 
HISTORY  MAPS 


BY 

ALBERT  BUSHNELL  HART,  Ph.D.,  Litt.D.,  LL.  D. 

Professor  of  Government,  Harvard  University 

ASSISTED    BY 

DAVID  MAYDOLE  MATTESON,  A.  M. 

AND 

HERBERT  EUGENE  BOLTON,  Ph.D. 

Professor  of  American  History,  University  of  California 


DENOYER-GEPPERT  COMPANY 

School  Map  Publishers 
460  E.  Ohio  Street,  Chicago,  U.  S.  A. 


e  \% 

•142- 


Copyright,  1919,  by  Denoyer-Geppert  Co. 
PRICE  75  CENTS 


CONTENTS 


PAGE 

PREFACE  9 

MAP 

Al.     WORLD  OF  COLUMBUS,  1492 13 

A2.     WORLD    EXPLORATIONS    TO    1580 18 

A3.     CARIBBEAN  SETTLEMENT  ' 22 

Inset — The  Conquest  of  Peru. 

A4.     INTERNATIONAL  KIVALRIES  27 

A.  1580-1662. 

B.  1662-1750. 

Insets — (a)   English-Swedish-Dutch  Controversy, 
(b)   Six  Nations. 

A5.     ENGLISH  COLONIAL  GRANTS 33 

A.  1580-1660. 

B.  1660-1763. 

Insets — (a)   New  England  Confederation,  1643-1684. 
(b)   Virginia  Claims. 

A6.     PARTITION  OF  AMERICA 36 

A.  1700. 

B.  1763. 

Inset — Texas  in   the    18th   Century. 

A7.     COLONIAL  COMMERCE  AND  INDUSTRIES 46 

A.  To  1690. 

B.  1690-1774. 

Inset — Routes  of  the  Triangular  Trades  in  the  Atlantic. 

A8.     REVOLUTIONARY  WAR,  1775-1783 .  . . 51 

A.  Northern   Field. 

B.  Southern  and  Western  Fields. 

Insets — (a)   Central  Campaigns,  1776-1778. 
(b)   Boston  to  Concord. 

A9.     RATIFICATION  OF  THE  CONSTITUTION  AND  STATE  CLAIMS 54 

A.  Ratification  of  the   Constitution,   1787-1790. 

B.  State  Claims,  1776-1802. 

Inset — Boundary  Adjustments,  1780-1800. 

A10.     WESTWARD  MOVEMENT  57 

A.  1763-1803. 

B.  1803-1829  and  War  of   1812. 

Inset — Naval  Engagements,  War  of  1812. 

All.     LOUISIANA  PURCHASE  AND  CONTROVERSY,  1803-1819 62 

Inset — West  Florida  Controversy,  1803-1819. 


8  AMERICAN  HISTORY  MAPS 

PAGE 

A12.     TERRITORIAL  ACQUISITIONS,  1776-1866 66 

A13.     LAND  AND  WATER  EOUTES,  1829-1860 69 

^.14.     MEXICAN  WAR  AND  COMPROMISE  OF  1850 72 

Inset — Central  Mexican  Campaign. 

A15.     SECESSION,  1860-1861 76 

Inset — Charleston  Harbor. 

A16.     CIVIL  WAR    80 

Insets — (a)  Virginia  Campaigns. 

(b)  Vicksburg  Campaign,  1863. 

(c)  Atlanta  Campaign. 

A17.     ABOLITION  AND  RECONSTRUCTION 83 

A18.     WESTERN  STATEHOOD  AND  LAND  GRANTS 86 

A.  Western  Statehood. 

B.  Land  Grants  to  Railroads. 

Insets — (a)   Central  Land  Grants. 
(b)   Southern  Land   Grants. 

A19.     LINES  OF  TRANSPORTATION,  1918 90 

A20.     RESOURCES   AND   CONSERVATION 93 

A.  Resources. 

B.  Conservation. 

Insets — (a)   Resources    and    Conservation    in    Central 
States. 

(b)  Resources   and   Conservation   in   Southern 

States. 

(c)  Conservation  in  Florida. 

A21.     INDUSTRIAL  UNITED  STATES 96 

A.  Eastern  Area. 

B.  Central  Area. 

Inset — Pennsylvania  and  Adjacent  Areas. 

A22.     AGRICULTURAL   UNITED   STATES 99 

A23.     UNITED  STATES  IN  THE  CARIBBEAN 102 

Insets — (a)   Panama  Canal  and  Canal  Zone. 

(b)   Virgin  Islands  of  the  United  States. 

A24.     GREATER  UNITED  STATES,  1918 105 

Inset — Comparative  area  of  the  United  States  and  Possessions. 
INDEX .   109 


PREFACE 

THE  maps  of  most  text  books  of  American  history  until  recently 
have  presented  little  except  political  boundaries,  the  subdivision  of  Indian 
tribes,  the  supposed  tracks  of  voyagers  and  explorers,  and  the  marches 
and  battlefields  of  the  various  land  wars.  That  is,  the  maps  correspond 
to  text  books  which  have  been  principally  devoted  to  political  and  mili- 
tary events.  Very  few  of  these  maps  have  been  founded  on  a  study 
of  the  geographical  sources,  and  they  freely  copy  each  other's  errors. 

Recent  writers  of  histories  for  readers  of  various  ages  take  into 
account  such  topics  as  the  development  of  the  frontier;  the  products 
and  commerce  of  the  colonial  period  and  of  the  United  States;  the 
expansion  of  the  Republic  over  its  newly  acquired  territories;  the  great 
lines  of  transportation  and  the  accretions  of  territory.  The  schools 
and  the  writers  of  history  now  realize  the  necessity  of  maps  to  illustrate 
these  social,  economic  and  industrial  conditions.  Nevertheless,  long 
after  children  became  accustomed  to  read  and  to  understand  large 
wall  maps  of  physical  geography,  long  after  the  geography  texts  con- 
tained accurate,  well  drawn,  clear  and  illuminating  maps,  the  schools 
were  without  corresponding  historical  maps. 

This  series  is  intended  to  meet  the  needs  which  have  developed 
out  of  the  attempt  to  make  history  a  rational  subject,  through  which 
children  may  understand  that  the  human  voyages  and  expeditions  and 
settlements  are  all  dependent  upon  the  distribution  of  land,  water,  river, 
plain  and  mountain  on  the  surface  of  the  American  continent.  When 
history  is  thus  localized  on  the  face  of  the  earth,  the  next  necessity  is 
for  generalized  wall  maps,  which  make  clear  the  rivalries  of  nations, 
the  progress  of  colonies,  states  and  federal  republic;  and  the  play  of 
human  forces  within  the  area  of  the  United  States  and  neighboring 
countries. 

In  making  up  the  series  the  editors  have  had  steadily  in  mind 
the  following  fundamental  principles  of  the  political  geography  of 
America. 


10  AMERICAN  HISTORY  MAPS 

(1)  THE   PHYSICAL   BACKGROUND.     The  American   conti- 
nents, and  especially  the  areas  now  incorporated  in  the  United  States, 
are  conditioned  by  the  oceans,  coasts,  elevations,  drainage  and  moun- 
tain ranges.      These  are  not  simply  facts  in  physical   geography,  but 
conditions  of  the  political  geography. 

(2)  BASE    MAPS.      Most   of   the   maps    are   printed   upon    a 
previously  prepared  physical  base,  in  which  the  ocean  and  lake  sur- 
faces are  in  blue;  water  courses  and  hachures  showing  mountains  and 
rough  country  are  also  in  a  different  blue.      Hence  on  every  such  map 
the  water  courses  and  accented  surface  underlie  the  special  lines  and 
lettering.     The  scale  of  all  the  maps  made  on  the  same  base  is,  of 
course,   exactly  the  same,   and  that  makes  it  easy  to  use  them  com- 
paratively. 

(3)  GENERALIZATION.     The  maps  are  all  drawn  with  a  view 
to  putting  in  essentials  and  leaving  out  non-essentials.     Data  must  be 
generalized  in  order  not  to  crowd  the  maps,  and  in  order  to  make  them 
visible  and  clear  at  a  distance.      No  line  or  color  or  legend  appears 
on  the  map  which  is  not  intended  to  make  it  more  useful.     The  prin- 
ciple is  to  throw  the  matter  into  large  blocks  easily  seen,  leaving  minute 
detail  for  the  insets  and  for  special  maps. 

(4)  INSETS.      Where  details  are  necessary  for  an  understand- 
ing, they  are  shown  in  inset  maps,  of  which  there  are  twenty-six  in  the 
series  of  twenty-four  maps. 

(5)  COLOR  SCHEME.      Special  pains  have  been  taken  to  work 
out  a  color  scheme  in  which  the  same  colors  shall  ordinarily  be  used 
in  successive  maps  for  the  same  purpose;  for  instance,  English  or  British 
territory  is  always  shown  in  pink,  Spanish  in  yellow,  etc. 

(6)  VOYAGES  AND  LAND  EXPLORATIONS.     The  courses  of 
the  first  expeditions  which  made  known  American  lands  to  the  Europeans 
have  been  carefully  worked  out  on  the  successive  maps,  down  to  the 
final  occupation  of  the  western  territories. 

(7)  DEVELOPMENT  OF  THE  COLONIES.  A  succession  of  maps 
shows  the  distribution  of  the  Americas  between  the  European  powers, 
and  then  the  subdivision  of  the  British  holdings  into  separate  colonies.     In 
the  same  way  the  breaking  up  of  annexed  areas  into  organized  terri- 
tories and  then  into  states  is  followed  down  to  the  present  time. 


TEACHER'S  MANUAL  11 

(8)  TRADE,  COMMERCE  AND  TRANSPORTATION.    The  series 
includes  economic,  industrial,  social  and  commercial  material  which  is 
necessary  for  the  modern  teaching  of  history,  in  connection  with  the 
best  recent  text  books.      Among  original  features  shown  are:   the  in- 
terior trade  and  commerce  of  the  colonizing  nations,  the  English  colonies, 
and   the  later  United  States,   and   their   relations   with   other   nations. 
These  maps  bring  out  the  distribution  of  agricultural  and  mineral  re- 
sources, of  the  modern  industrial  districts  and  centers,  and  of  lines  of 
transportation.     These  last  begin  with  the  Indian  trails,  follow  through 
the  highways  and  early  canals  to  the  railroads,  and  include  routes  of 
commerce  to  and  from  other  parts  of  the  world.      Take,  for  instance, 
Map  A7  on  Colonial   Commerce;   and   Maps   A18   to  A22,   which 
embody  agriculture,  mineral  products,  industries,  conservation  and  trans- 
portation. 

(9)  MILITARY   MAPS.      The  military   incidents  in  American 
history   appear  in  this  series  in  about  the  same  proportion  as  in  the 
best  modern  text  books.      The  Revolutionary  War  and  the  Civil  War 
deeply  affected  the  political  geography  of  their  periods,  and  to  each 
is  given  a  full  sheet.      Incidents  of  the  War  of   1812,  the  Mexican 
War  and  the  Spanish  War  are  shown  on  maps  which  include  other  data. 

(10)  GEOGRAPHY  OF  SLAVERY.     Important  phases  of  this 
interesting  subject  are  set  forth  in  the  maps  of  the  Mexican  War  and 
the  Compromise  of  1850,  and  Secession  and  Reconstruction.      (Maps 
A14,  A15,  A17.) 

(11)  MODERN  DEPENDENCIES  AND  PROTECTORATES.   Par- 
ticular pains  have  been  taken  to  bring  out  the  expansion  of  the  United 
States   in   the   Pacific,    the   Caribbean    Islands   and   Central   America. 
(Maps  A23,  A24.) 

(12)  SOURCES  OF  THE  MAPS.     This  series  of  maps  is  based 
upon  a  careful  study  of  the  sources.      Wherever  it  seriously  differs 
from  the  work  of  other  cartographers,   reasons  exist  in  the  materials 
collected  as  a  basis  for  the  maps,  and  the  authors  can  state  those  reasons 
if  the  question  is  brought  to  their  notice. 

The  editors  desire  here  to  record  their  obligation  to  the  Widener 
Library  of  Harvard  University,  and  the  Bancroft  Library,  University 
of  California,  which  placed  at  their  disposal  their  magnificent  collections 


12  AMERICAN  HISTORY  MAPS 

X 

of  geographical  material  and  gave  every  possible  facility  in  carrying 
out  the  work  of  collecting  material. 

Professor  Edward  C.  Page  of  the  Northern  Illinois  State  Normal 
School  offered  valuable  suggestions  on  arrangement,  especially  in  regard 
to  Maps  A16  and  A 17.  Professor  Curtis  H.  Walker,  formerly  of 
the  University  of  Chicago,  aided  in  the  preparation  of  this  manual. 

The  different  editors  prepared  the  text  of  the  manual  for  the  maps 
to  which  their  names  are  affixed,  as  indicated  on  page  2. 

May  20,   1919.  THE  EDITORS. 


Hart-Bolton  American  History  Maps 


MAP  Al.     THE  WORLD  OF  COLUMBUS 

PURPOSE  OF  THE  MAP.  This  map  shows  the  world  on  the 
eve  of  Columbus's  great  voyage  of  discovery  in  1492,  and  aims  to 
make  clear  the  meaning  of  that  voyage  and  the  circumstances  under 
which  it  was  made. 

ACHIEVEMENTS  OF  THE  FIFTEENTH  CENTURY.  The  fifteenth 
century  witnessed  the  shifting  of  the  commercial  center  from  the 
Mediterranean  to  the  Atlantic,  the  discovery  of  America,  and  the  open- 
ing of  the  Cape  route  to  India.  Portugal  and  Spain  started  on  their 
careers  as  colonizing  nations,  the  one  destined  for  a  time  to  control 
the  commerce  of  the  East,  the  other  to  take  possession  of  more  than 
half  of  the  Americas  and  to  dominate  the  Pacific. 

IDEAS  OF  WORLD  GEOGRAPHY  ON  THE  EVE  OF  THE  DIS- 
COVERY OF  AMERICA.  The  discoveries  of  the  century  had  completely 
transformed  European  notions  of  geography.  The  world  known  to 
Europeans  at  that  time  embraced  the  European  countries  and  those 
parts  of  Eurasia  and  Africa  marked  on  the  map  with  yellow  bars. 
Scholars  generally  thought  the  earth  to  be  round,  but  underestimated  its 
size,  and  assumed  that  there  were  three  instead  of  four  great  continents. 
The  vague  notions  held  in  Europe  regarding  the  geography  of  the 
rest  of  the  world  at  the  time  when  Columbus  set  out  on  his  epoch- 
making  voyage  are  illustrated  by  BEHAIM'S  Globe,  made  in  the. very 
year  of  his  triumph,  but  not  incorporating  his  discoveries.  It  is  super- 
imposed on  this  map  in  black  outline. 

MEDIEVAL  VOYAGES  TO  AMERICA.  Medieval  explorers  had 
even  discovered  the  American  continent,  but  their  discoveries  were  not 
generally  known.  Some  scholars  believe  that  as  early  as  the  fifth 
century  Chinese  priests  came  to  the  American  coast  by  way  of  the 
Pacific  Ocean.  This  belief  rests  on  evidence  which  is  still  shadowy 

13 


14  AMERICAN  HISTORY  MAPS 

but  may  some  day  emerge  into  the  clearer  light  of  history.*  On  a 
surer  foundation  rests  the  history  of  the  voyage  of  the  Norsemen  to 
America.  Using  the  islands  as  stepping-stones,  first  Iceland,  then 
Greenland,  and  finally,  about  the  year  1000  A.  D.,  the  western 
continent  itself  was  reached. 

EARLY  TRAVEL  IN  THE  ORIENT.  During  the  period  of  the 
Crusades,  travel  became  extensive.  Returning  pilgrims  brought  back 
hearsay  information  of  the  Far  East,  and  in  the  thirteenth  century 
travelers  began  to  visit  that  country.  Among  these  was  Marco  Polo, 
who  visited  the  court  of  Kublai  Khan  in  Mongolia,  and,  returning, 
wrote  a  wonder  book  of  travel  which  is  still  a  classic.  His  travels 
made  known  an  undreamed  of  opportunity  for  commerce. 

MEDIEVAL  TRADE  WITH  THE  FAR  EAST.  Tho  there  was 
as  yet  little  direct  communication,  much  trade  between  Europe  and 
Asia  was  already  being  carried  on  by  land  and  sea.  Overland  the 
silks,  glass,  porcelain  and  other  wares  of  Cathay  reached  Europe  by 
two  chief  routes.  The  first  crossed  the  deserts  of  Central  Asia;  the 
second  made  a  long  detour  to  the  north  to  avoid  these  deserts  and 
the  Khingham  Mountains.  This  overland  trade  was  marked  by  two 
distinct  stages.  From  Peking  and  other  eastern  cities  goods  were 
brought  to  Kashgar,  Samarkand,  Balkh,  Kabul,  Herat  and  Bokhara, 
which  at  that  time  were  important  cities.  Here  exchanges  were  made 
with  western  merchants,  who  carried  back  the  eastern  goods  to  Central 
and  Western  Europe.  The  ships  of  Venice  and  Genoa  gathered  at 
Cairo,  or  at  Syrian  ports,  the  goods  which  came  by  water  around  India, 
and  through  the  Persian  Gulf  or  the  Red  Sea.  From  India  and  Ceylon 
came  cotton,  dyes,  diamonds  and  pearls.  From  the  Moluccas  came 
spices,  which  were  of  the  utmost  importance  in  Europe  because  no 
methods  of  refrigeration  or  canning  were  known,  and  preserving  was 
done  largely  with  salt  and  spices.  To  the  southern  ports  of  the  Mediter- 
ranean, likewise,  led  great  highways  over  which  gold,  slaves,  cotton 
and  salt  were  taken  from  the  interior  of  Africa. 

PORTUGUESE  DISCOVERIES  BEFORE  COLUMBUS.    While  Polo 


*See  VINING,  EDWARD  PAYSON:  An  Inglorious  Columbus;  or,  Evidence  that 
Hrvui  Shan  and  a  party  of  Buddhist  Months  from  Afghanistan  discovered  America 
in  the  Fifth  Century. 


Bancroft  Library 

TEACHER'S  MANUAL  15 

was  in  Asia,  European  mariners  were  beginning  to  explore  down  the 
coast  of  Africa.  In  this  work  the  Portuguese  took  the  lead,  and 
early  in  the  fifteenth  century  they  had  colonized  the  Canaries.  The 
Portuguese  advance  was  now  led  by  Prince  Henry.  The  traditional 
belief  that  Henry  set  out  to  find  a  route  to  the  Indies  is  probably 
erroneous.  He  was  interested  primarily  in  the  gold  and  slave  trade 
of  Africa,  which  he  prosecuted  by  water  rather  than  by  the  old  land 
routes.  Voyage  by  voyage  his  traders  pushed  down  the  coast  to  con- 
stantly more  remote  tribes  and  markets,  till  at  the  time  of  Henry's 
death  (1461)  the  Sierra  Leone  coast  was  reached.  After  the  Prince's 
death  Portuguese  mariners  forged  southward  and  eventually  conceived 
the  idea  of  a  southern  route  to  India.  In  pursuit  of  the  plan,  Diaz, 
in  1487,  passed  the  Cape  of  Good  Hope.  "Not  the  Turk,  but  cheap 
freight  rates,  diverted  trade  from  the  Mediterranean  to  the  Cape 
route"  (MARSHALL). 

COLUMBUS'S  GREAT  VOYAGE.  Meanwhile  Columbus  conceived 
the  idea  of  western  exploration.  Most  scholars,  but  not  all,  think  that 
his  aim  was  to  find  a  western  route  to  the  Far  East.  Certainly  he 
was  bent  on  finding  strange  lands,  and  in  this  he  succeeded.  His  ideas 
of  world  geography  are  probably  well  represented  by  BEHAIM's  Globe. 
Sailing  to  the  Canaries,  thence  nearly  west,  he  landed  in  the  Bahamas 
and  then  visited  Cuba  and  Espanola,  thinking  that  he  had  reached 
India,  hence  the  name  "Indians"  for  the  inhabitants. 

EFFECT  OF  WINDS  AND  OCEAN  CURRENTS.  Columbus's  route 
was  greatly  affected  by  natural  conditions.  Chronometers  and  watches 
were  not  in  common  use,  and  it  was  difficult  to  determine  longitude  at 
sea.  It  was  easy,  however,  to  determine  latitude.  The  practicable 
thing  for  a  mariner  to  do  was  first  to  strike  the  desired  latitude,  and 
then  proceed  till  his  desired  object  was  reached.  By  sailing  for  the 
latitude  of  Cipango,  and  then  heading  west,  Columbus  accidentally 
encountered  the  Northeast  Trade  Winds  and  was  helped  along  by 
them,  as  well  as  by  ocean  currents.  His  discovery  has,  therefore,  been 
called  a  "windfall"  instead  of  a  "landfall."  On  his  return  trip  he 
endeavored  first  to  get  into  the  latitude  of  Palos,  Spain,  and  by  so 
doing  was  helped  on  his  way  by  the  Westerly  Winds.  The  map  shows 
by  black  arrows  the  region  where  the  Northeast  and  Southeast  Trade 


16  AMERICAN  HISTORY  MAPS 

Winds  were  constantly  blowing  westward,  and,  by  arrows  further 
north,  where  the  westerlies  were  blowing  eastward,  tho  with  less  regu- 
larity. When  Columbus  made  his  first  voyage,  the  wind  systems  were 
not  known  to  Europeans,  but  on  his  third  voyage  he  noticed  and  called 
attention  to  what  we  now  designate  the  Planetary  Wind  System  of 
the  Earth. 

THE  MAGNETIC  NEEDLE.  One  of  the  interesting  discoveries 
made  by  Columbus  was  the  variation  in  the  magnetic  needle.  Before 
his  voyage  was  made,  European  mariners  regarded  the  compass  as  a 
true  and  faithful  friend,  and  thought  that  it  always  pointed  due  •*1" 
But  on  his  way  out,  Columbus  soon  discovered  that  the  compa 
pointing  to  the  west  of  north.  After  he  reached  40°  west  longitude 
he  had  more  difficulty,  for  now  the  compass  was  pointing  east  of  north. 
This  location  is  shown  on  the  map  by  the  northward  bend  in  his  ro"fo- 
It  was  here  that*  he  had  trouble  with  his  men.  Discovering  that  he 
was  sailing  in  a  circle,  they  mutinied,  until  he  explained  the  matter  to 
their  satisfaction. 

CABRAL'S  DISCOVERY.  Cabral,  a  Portuguese  mariner,  on  his 
way  to  India  in  1500,  accidentally  struck  the  coast  of  Brazil,  thus 
independently  reaching  the  western  continent  by  a  route  shorter  than 
that  of  Columbus.  Hence  it  may  not  be  incorrect  to  say  that  the 
discovery  of  America  would  have  been  delayed  only  eight  years  if 
Columbus  had  never  lived.  The  Norse  route  to  America  was  like- 
wise shorter  than  that  of  Columbus. 

THE  NEW  WORLD  WHICH  COLUMBUS  HAD  DISCOVERED. 

What  Columbus  had  reached  was  a  new  continent,  inhabited  by  bar- 
barian and  savage  peoples.  The  great  event  of  the  sixteenth  and 
seventeenth  centuries  was  the  clash  of  civilized  Europe  with  uncivilized 
America.  In  North  America  there  were  the  great  semi-civilized  Maya 
and  Aztec  peoples,  and  the  less  advanced  Muskogee,  Shoshone,  Sioux, 
Iroquois,  Algonquin,  Athapascan  and  Eskimo  stocks.  To  the  south 
the  Carib,  Arauak,  Tupi,  Inca,  Guaycuran,  Guarani  and  Araucanian 
stocks  occupied  the  Caribbean  area  and  South  America.  These  were 
the  human  element  which  conditioned  the  European  conquest  of  the 
Americas.  The  origin  of  the  American  Indians  is  not  known,  but  the 
prevailing  opinion  of  scholars  is  that  they  came  from  Asia  by  way  of 
Behring  Strait. 


TEACHER'S  MANUAL  17 

QUESTIONS 

Trace  Marco  Polo's  route  on  the  map.  What  articles  of  trade 
were  carried  from  the  Far  East  to  Europe  in  the  Middle  Ages?  Locate 
-  each  on  the  map.  What  was  given  in  exchange  for  these  articles? 
Note  the  line  of  demarcation  on  the  map.  Who  made  it?  Why? 
How  did  it  influence  Brazil?  Trace  the  outlines  of  the  continents 
as  shown  on  B  EH  AIM'S  Globe.  Compare  the  location  of  Cipango, 
as  shown  on  BEHAIM'S  Globe,  with  the  actual  latitude  of  Japan. 


MAP  A2.    WORLD  EXPLORATION  (1492-1580) 

PURPOSE  OF  THE  MAP.  This  map  shows  the  principal  explora- 
tions of  the  sixteenth  century  and  the  resulting  claims  of  the  different 
nations  to  territory  in  the  New  World.  The  great  sea  voyages  of 
the  century  were  made  in  three  different  quests.  They  led  ( 1 )  west- 
ward to  the  Americas,  (2)  southward  and  eastward  to  Africa,  India, 
China  and  Japan,  and  (3)  around  the  globe.  The  map  illustrates 
the  results  of  these  enterprises  in  the  new  trade  routes  established  and 
in  the  areas  occupied  or  claimed,  particularly  in  America,  by  the 
competing  nations. 

COLOR  SCHEME.  The  Spanish  possessions  are  colored  yellow 
on  the  map,  the  Portuguese  brown,  and  the  English  pink. 

THE  RACE  TO  THE  WEST.  The  great  voyage  of  Columbus 
( 1 492)  was  the  signal  for  a  general  outburst  of  energy  spent  in  plough- 
ing new  tracks  across  the  ocean,  running  the  coast  lines  of  the  western 
continents,  and  subduing  the  natives  of  the  interior.  In  four  voyages 
Columbus  explored  the  West  Indies,  discovered  the  southern  main- 
land, and  ran  the  Central  American  coast  from  Honduras  to  Darien. 
Meanwhile  other  Spaniards,  and  the  mariners  of  other  nations,  joined 
in  the  pursuit.  For  England  the  Cabots  explored  the  northern  coasts 
of  and  gave  claim  to  "New  England."  For  Spain,  Ojeda,  Pinzon, 
Bastidas  and  De  Lepe,  seeking  pearls  and  trade  (in  1499  and  1500), 
ran  the  entire  coast  from  Darien  to  8°  south  latitude. 

PORTUGAL  FIRST  TO  REACH  THE  EAST.  In  1498  Diaz,  for 
Portugal,  reached  India  via  Africa  and  laid  the  foundations  of  the 
Portuguese  empire  in  the  East.  Then  Cabral  and  Vespuccius  explored 
from  Pernambuco  past  30°  south  latitude  and  strengthened  Portugal's 
claim  to  Brazil.  With  amazing  rapidity  now  Portugal  occupied  the 
principal  trading  stations  on  the  coasts  of  both  Africa  and  southern 
Asia,  and  established  an  eastern  viceroyalty,  with  its  capital  in  Goa. 
Portugal,  not  Spain,  had  won  in  the  race  for  the  Indies. 

THE  SEARCH  FOR  A  STRAIT  AND  THE  RUNNING  OF  THE 
EASTERN  COAST  LINE  BY  SPAIN.  In  quick  succession  now,  for 

18 


TEACHERS  MANUAL  19 

Spain,  Solis,  Ponce  de  Leon,  Cordova,  Grijalva,  Pineda,  Magellan, 
Gordillo,  Quexos  and  Gomez,  looking  not  only  for  pearls,  gold,  slaves, 
and  lands  to  settle,  but  for  a  strait  to  the  East  as  well,  by  1 525 
had  completed  the  reconnoissance  of  the  eastern  coast  line  of  both 
Americas  from  Nova  Scotia  to  the  Strait  of  Magellan. 

SPANISH  EXPLORATIONS  IN  THE  PACIFIC  OCEAN.  Magellan 
and  Elcano  crossed  the  Pacific  and  laid  the  foundations  of  Spanish 
domination  in  the  Philippines.  Balboa  and  Cortes  established  new 
bases  on  the  Pacific  (Panama  and  Zacatula),  and  by  1543  Spanish 
explorers  had  run  the  entire  western  coast  of  North  America  as  far 
north  as  Oregon. 

INTERIOR  EXPLORATION  IN  NORTH  AMERICA.  Meanwhile 
Spaniards  had  conquered  Central  America,  Southern  Mexico  and 
Peru,  and  from  the  West  Indies  and  Mexico  had  explored  the  northern 
interior.  Narvaez  explored  Florida,  Cabeza  de  Vaca  entered  Texas 
and  thence  crossed  the  continent  to  Sinaloa.  Coronado,  looking  for 
the  Seven  Cities,  explored  Arizona  and  New  Mexico,  and  in  search  of 
Quivira  reached  Kansas.  At  the  same  time  De  Soto  and  Moscoso, 
looking  for  "another  Mexico,"  penetrated  the  interior  from  Florida  to 
Oklahoma  and  central  Texas.  All  this  Spain  accomplished  by  1543, 
just  half  a  century  after  Columbus's  discovery.  It  is  the  greatest  record 
of  exploration  in  the  history  of  the  world. 

INTERIOR  EXPLORATION  IN  SOUTH  AMERICA.  During  the 
same  period  similar  explorations  had  been  made  in  the  interior  of 
South  America.  Between  1524  and  1532  Pizarro  and  Almagro 
made  their  way  down  the  coast  of  Colombia  and  Peru  and  across  the 
Andes  to  Cuzco,  where  they  overthrew  the  Inca  rule.  From  there 
Almagro  (1 535-37)  and  Valdivia  (1541)  continued  south,  crossing 
and  recrossing  the  Andes,  and  conquered  Chile.  Quesada,  ascending 
the  Magdalena  River  (1536),  Benalcazar,  marching  north  from 
Quito,  and  Federman,  making  a  three  years'  march  from  Venezuela 
(1535-8),  met  on  the  plains  of  Bogota.  While  Valdivia  was  push- 
ing over  Almagro's  trail,  Orellano,  turning  east  from  Quito,  explored 
the  entire  length — some  3,400  miles — of  the  Amazon  River  (1541). 
Entering  the  continent  from  the  east,  Sebastian  Cabot,  in  the  service 
of  Spain,  ascended  the  La  Plata  River  to  the  site  of  Asuncion  (1526), 


20  AMERICAN  HISTORY  MAPS 

whence  Ayolas  (1534-6)  continued  exploration  to  Charcas  and  the 
head  of  the  Amazon  River.  Shortly  afterward  (1540)  Cabeza  de 
Vaca,  who  had  just  returned  to  Spain  from  his  wanderings  across 
North  America,  opened  a  direct  land  route  from  the  seacoast  to 
Asuncion. 

A  RETURN  ROUTE  ACROSS  THE  PACIFIC  OCEAN;  THE  EAST 
ATTACHED  TO  THE  WEST.  As  early  as  1527  and  1543  Saavedra 
and  Villalobos  had  crossed  the  Pacific  from  the  western  coast  of  Mexico, 
but,  because  of  wind  and  current,  they  could  not  make  their  way  back. 
But  Legazpi  again  crossed  the  Pacific,  conquered  the  Philippines  and 
found  a  return  route  vfa  the  northern  Pacific  and  the  California  coast 
(1566-70).  This  became  the  eastward  course  of  the  Manila  Galleon. 
It  was  interest  in  this  trade  route  which  centered  attention  henceforth 
on  California. 

FRENCH  AND  ENGLISH  EXPLORATION.  French  explorers  had 
not  been  idle,  and  the  freebooters  of  both  France  and  England  plundered 
Spanish  settlements  and  treasure  ships.  For  France,  Verrazano  had 
explored  the  eastern  coast  line  and  Carder  had  entered  the  St.  Lawrence 
River.  English  exploration,  since  the  time  of  Cabot,  had  lagged,  but 
in  the  last  half  of  the  sixteenth  century  the  seamen  of  this  nation  made 
up  for  lost  time,  and,  looking  for  a  northern  passage,  and  for  oppor- 
tunities to  plunder,  trade  or  settle,  their  keels  ploughed  all  seas.  Wil- 
loughby  turned  northeast;  Frobisher,  Davis  and  others  northwest; 
Drake,  with  a  fearlessness  equal  to  that  of  Magellan,  passed  the  south- 
ern straits,  plundered  his  way  to  Oregon,  careened  his  single  vessel 
on  the  California  coast,  and  thence  continued  round  the  globe  (1577- 
1580). 

COLONIES.  By  the  end  of  the  century,  Portugal  and  Spain  had 
become  the  two  great  colonizing  powers  and  had  set  up  their  colonial 
systems  in  the  "Indies,"  both  East  and  West.  These  nations  were  not 
mere  explorers,  as  some  imagine,  but  were  great  colonizers  as  well. 
In  1580  probably  not  less  than  200,000  Spaniards  lived  in  America, 
engaged  in  mining,  stock  raising,  agriculture  and  the  industries.  Most 
of  the  capitals  of  the  score  of  Spanish- American  nations  of  today  were 
then  in  existence.  Their  work  was  enduring,  for  two-thirds  of  the 
Americas  are  still  Hispanic  (Spanish  or  Portuguese)  in  language,  law 
and  culture. 


TEACHER'S  MANUAL  21 

RELATED  MAPS.  Compare  Map  A1  for  previous  explorations; 
Map  A3  for  details  in  regard  to  explorations  and  settlement  in  the 
Caribbean ;  Map  A6  for  the  voyage  of  Hudson ;  Map  H 1 4  for  Cook's 
voyages;  and  Map  A24  for  Amundson's  route. 

QUESTIONS 

Trace  the  route  of  Magellan  and  Elcano.  Show  how  Spain 
became  the  mistress  of  the  Pacific.  What  idea  did  Columbus  have 
of  the  coast  of  South  America?  What  important  contribution  to 
knowledge  did  he  make  in  his  third  journey?  What  motives  dominated 
Drake  and  how  did  they  influence  his  voyage?  Point  out  places  on 
the  map  named  after  explorers.  Point  out  the  routes  of  Willoughby 
and  De  Gama.  Why  did  the  one  fail  to  reach  the  East  and  the 
other  succeed?  How  did  these  explorations  affect  territorial  claims 
in  the  Americas? 


MAP  A3.    SPANISH  SETTLEMENT  IN  THE 
CARIBBEAN  AREA  (1492-1519) 

PURPOSE  OF  THE  MAP.  The  school  of  European  experience 
in  America  was  the  West  Indies.  Spain  was  the  pioneer  colonizer, 
and  for  more  than  a  quarter  century  the  scene  of  her  colonial  experi- 
ments was  the  Caribbean  area — the  West  Indies  and  the  adjacent 
shores  of  the  mainland.  To  illustrate  this  development  Map  A3  is 
designed.  It  shows  the  beginnings  of  actual  settlement,  at  the  same 
time  that  the  explorers  were  feeling  their  way  around  the  adjacent 
mainlands. 

COLUMBUS'S  EXPLORATIONS  IN  THE  ISLANDS.  Columbus  not 
only  discovered  the  West  Indies,  but  he  was  also  the  first  explorer  of 
the  larger  islands.  The  island  first  discovered  was  a  small  one  to 
the  north  of  Cuba,  called  Guanahani,  which  different  students  have 
variously  identified  with  Cat  Island,  Watlings  Island,  or  Samana.* 
In  his  first  voyage  he  skirted  the  northern  coasts  of  Cuba  and  Espanola. 
In  the  second  he  nearly  circumnavigated  Porto  Rico,  Espanola  and 
Jamaica,  and  skirted  almost  the  entire  southern  coast  of  Cuba.  Mean- 
while settlement  had  already  been  begun. 

ESPANOLA,  THE  NURSERY  OF  EUROPEAN  CULTURE  IN 
AMERICA.  The  first  center  of  colonization  was  the  island  of  Espanola, 
or  Haiti,  where,  at  Isabella,  Columbus  established  a  considerable  settle- 
ment on  his  second  voyage.  In  1 496  the  seat  of  government  was 
moved  to  Santo  Domingo,  on  the  same  island,  which  for  a  number 
of  years  was  the  capital  of  all  Spanish  America,  as  the  audiencia 
located  there  was  the  central  governing  body.  By  1513  there  were 
seventeen  chartered  towns  on  this  island  alone,  and  Santo  Domingo 
had  a  population  of  1 ,500  persons. 

EXPANSION  OF  SETTLEMENT  TO  THE  OTHER  ISLANDS. 
Ovando,  the  successor  of  Columbus,  began  the  conquest  of  the  other 


*  See  article  by  J.   W.   Redway  in   National   Geographic  Magazine,   Decem- 

IAQA 


ber,   1894. 

22 


TEACHER'S  MANUAL  23 

islands,  and  Diego  Columbus  prosecuted  the  work  with  more  vigor. 
In  1508  Ponce  de  Leon  was  sent  to  conquer  Porto  Rico,  and  three 
years  later  the  city  of  San  Juan  was  founded.  In  1509  Esquivel 
began  the  settlement  of  Jamaica,  and  soon  several  towns  were  estab- 
lished, among  them  Melilla,  Sevilla  and  Oristan.  Two  years  later 
Cuba  was  occupied.  These  island  towns,  still  existing,  are  the  oldest 
European  cities  in  America.  The  map  shows  settlements  with  dates. 

SETTLEMENT  ENCOURAGED.  Emigration  to  America  was  en- 
couraged by  subsidies  and  other  means,  and  large  colonies  were  sent 
by  governmental  authority.  Ovando  took  over  2,500  settlers  at  one 
time,  and  during  the  sixteenth  century  emigration  to  Spanish  America 
averaged  1,000  to  2,000  a  year.  The  notion  that  Spain  did  not 
colonize  is  absurdly  false. 

INDUSTRIES.  In  Espanola  gold  mining  was  important  for  a 
time,  but  the  mines  were  soon  exhausted.  In  all  the  islands  cotton, 
sugar  and  cattle  raising  soon  acquired  some  proportions,  but  after 
the  first  quarter  century  the  islands  declined  in  prosperity. 

THE  EXPLORATION  OF  THE  ADJACENT  COASTS.  While  most 
of  the  Spanish  pioneers  were  busy  colonizing  the  West  Indies,  a  few — 
perhaps  one  in  five  hundred — were  engaged  in  exploring  the  adjacent 
mainland,  for  which  the  islands  formed  a  convenient  base.  By  1519 
the  outlines  of  the  Gulf  of  Mexico  had  been  mapped  and  preparations 
had  been  made  for  entering  the  Mexican  interior. 

FACTORS  LEADING  SOUTHWARD.  The  explorers  were  first  led 
south  by  the  call  of  pearls  and  gold,  and  in  the  hope  of  finding  a 
strait  leading  to  India.  Following  the  discovery  of  the  Pearl  Coast 
by  Columbus  on  his  third  voyage,  Ojeda  and  Bastidas  made  known 
the  northern  coast  of  South  America,  from  the  mouth  of  the  Orinoco 
River  to  Darien.  On  his  fourth  voyage  (1502)  Columbus,  seeking 
a  strait,  ran  the  coast  from  northern  Honduras  to  Darien,  and  four 
years  later  Pinzon  and  Solis  continued  the  quest  up  the  eastern  coast 
of  Yucatan. 

MAPPING  THE  GULF  AND  THE  NORTH  ATLANTIC  COAST- 
LINE. The  next  step  was  to  map  the  outlines  of  the  Gulf  of  Mexico 
and  the  Atlantic  seaboard.  From  Porto  Rico  Ponce  de  Leon,  sailing 
northwest  in  search  of  the  Fountain  of  Bimini,  threaded  the  Bahamas 


24  AMERICAN  HISTORY  MAPS 

and  circumnavigated  the  peninsula  of  Florida.*  Going  west  from 
Cuba,  Cordova  (1517)  and  Grijalva  (1518)  skirted  the  coast  of 
Mexico  to  Tampico,  and  a  year  later  Pineda,  who  went  out  from 
Jamaica,  sailed  north,  then  west,  and  completed  the  mapping  of  the 
Gulf  Coast.  The  way  was  now  prepared  for  the  conquest  of  Mexico 
by  Cortes  and  his  companions.  The  mapping  of  the  North  Atlantic 
coast  was  completed  by  Gordillo  and  Quexos  (1521-25)  sailing 
north  from  Espanola,  and  Gomez  sailing  southward  from  Nova  Scotia. 

SPREAD  OF  SETTLEMENT  TO  THE  MAINLAND.  The  West 
Indies,  too,  were  the  center  from  which  the  adjacent  mainlands  were 
colonized.  The  early  prosperity  of  the  islands  rapidly  declined,  for 
the  Indian  laborers  soon  died  off  and  negro  slaves  were  expensive. 
Finally  the  success  of  Cortes  in  Mexico  and  of  Pizarro  in  Peru  led 
settlers  off  to  the  more  prosperous  interior. 

DARIEN  AND  CENTRAL  AMERICA.  The  initial  permanent  main- 
land settlement  was  made  on  the  Gulf  of  Darien  by  a  colony  from 
Espanola.  It  was  here  that  Balboa  came  into  power.  In  1519  Panama 
was  founded  on  the  South  Sea  and  became  the  center  of  settlement 
on  the  Isthmus  and  a  base  for  exploration  to  the  west  and  to  the  south. 
In  rapid  succession  Espinosa,  Nino  and  Gil  Gonzalez  pushed  explora- 
tion westward  to  Lake  Nicaragua,  and  soon  Costa  Rica  and  Nicaragua 
were  conquered,  with  Bruselas,  Leon  and  Granada  as  centers  of  settle- 
ment (by  1524).  A  boisterous  struggle  ensued  for  the  control  of 
Honduras,  where  Trujillo  was  founded.  In  1536  the  San  Juan  River 
was  explored  and  became  the  highway  from  Nicaragua  to  the  Atlantic 
Ocean  and  to  the  Porto  Bello  fairs.  Already  several  projects  for 
an  Isthmian  canal  had  been  considered. 

THE  CONQUEST  OF  MEXICO.  Before  this  time  the  north  mov- 
ing column  of  conquerors  advancing  from  Panama  was  met  by  a 
south  moving  column  from  Mexico.  In  1519  Cortes,  setting  out  from 
Cuba,  founded  Vera  Cruz,  and  two  years  later  he  captured  the  great 
Aztec  pueblo  of  Mexico,  which  was  at  once  rebuilt  as  a  Spanish  city. 

THE  SPREAD  OF  THE  CONQUEST.     With  the  fall  of  the  city 


*  The  map  follows  the  route  as  shown  in  a  map  accompanying  an  article  by 
L.  D.  Scisco,  Ph.D.,  in  the  Bulletin  of  American  Geographical  Society  for 
October.  1913. 


TEACHER'S  MANUAL  25 

of  Mexico  the  first  stage  of  the  conquest  was  ended.  Within  the  follow- 
ing decade  most  of  the  semi-civilized  tribes  of  Southern  Mexico  and 
Central  America — Aztecs  and  Mayas — were  brought  under  the 
dominion  of  Spain.  During  that  period  Spanish  activities  were  directed 
from  the  Valley  of  Mexico  southward,  eastward  and  westward.  From 
the  south  came  rumors  of  gold  and  the  South  Sea,  while  to  the  north, 
among  the  barbarian  tribes,  there  was  little  at  this  stage  of  the  con- 
quest to  attract  the  adventurers. 

The  spread  of  the  conquest  from  Mexico  was  largely  the  work 
of  the  lieutenants  of  Cortes.  Below  Vera  Cruz  Sandoval  founded 
Medellin  and  Espiritu  Santo  (1522).  Alvarado  went  to  Tehuantepec 
and  thence  to  Guatemala  and  San  Salvador  (  1  522-25).  In  Michoacan 
Olid  opened  the  port  of  Zacatula  (1522);  Cortes  founded  Panuco 
in  1522,  and  Colima  was  begun  by  1524.  These  are  only  a  few  of 
the  numerous  towns  founded  by  Spaniards  in  Central  America  and 
Mexico  by  1525,  most  of  which  still  exist. 

FACTORS  IN  THE  CONQUEST.  Several  factors  explain  the  mar- 
velous rapidity  with  which  Spanish  rule  was  extended.  The  conquerors 
were  looking  for  gold;  not  finding  it  at  one  place  they  hastened  to 
another,  led  off  by  wild  tales  of  riches.  The  fame  of  the  Spaniards 
preceded  them  and  paralyzed  resistance.  Native  political  organization 
was  weak,  and  the  Spaniards  were  everywhere  aided  by  a  great  army 
of  allies,  eager  to  help  destroy  their  enemies. 

INSET.  THE  CONQUEST  OF  PERU  (1531-1533).  From 
Panama  the  conquest  spread  by  natural  steps  to  Peru,  as  well  as  to 
Central  America.  Insistent  tales  of  gold  to  the  south  drew  explorers 
in  that  direction.  The  inset  shows  the  route  of  Pizarro  from  the 
Isthmus  down  the  coast  by  water  to  Tumbez,  and  inland  to  Cuzco, 
where  the  Inca  rule  was  overthrown. 

RELATED  MAPS.  See  Map  A1  for  location  of  ancient  capital 
of  the  Incas,  Machu  Pichu;  Maps  A6  and  A23  for  later  history  of 
this  area. 

QUESTIONS 

Note  the  relations  of  the  four  voyages  of  Columbus  and  state 
the  supreme  motive  of  all  of  these  journeys.  What  explorers  established 


26  AMERICAN  HISTORY  MAPS 

the  fact  of  an  unbroken  coastline  west  of  the  Antilles?  Why  did  the 
exploration  of  the  interior  of  Mexico  and  Central  America  occur  earlier 
than  that  of  southern  United  States?  From  what  directions  was  Cen- 
tral America  occupied?  Why  did  the  settlements  in  the  West  Indies 
decline  after  1550?  Point  out  the  four  islands  claimed  to  be  the 
"Landfall"  of  Columbus.  What  were  the  chief  islands  of  the  West 
Indies,  and  what  were  the  initial  settlements  on  each?  Why  is  the 
conquest  of  Peru  inserted  on  this  map? 


MAP  A4.     INTERNATIONAL  RIVALRIES 
(1580-1750) 

PURPOSE  OF  THE  MAP.  This  pair  of  maps  illustrates  two 
periods  of  international  rivalry  on  the  Atlantic  slope,  from  the  beginning 
of  the  English  colonies  to  the  beginning  of  the  French  and  Indian  Wars 
in  which  the  following  data  are  set  forth :  ( 1  )  the  settlements  and 
international  rivalries  of  the  five  European  colonial  powers;  (2)  the 
territorial  rivalries  of  the  English,  Dutch  and  Swedes  in  the  central 
regions;  (3)  the  early  controversies  of  England  with  France  and 
Spain  for  the  possession  of  the  interior;  (4)  the  relation  of  the  Six 
Nations  of  Indians  to  the  general  controversies.  (See  Inset.) 

This  map  offers  a  good  opportunity  for  study  and  drill  in  essential 
questions  of  the  physical  geography  of  eastern  North  America. 

POINTS  IN  PHYSICAL  GEOGRAPHY.  ( 1 )  The  situation  of  the 
St.  Lawrence  and  the  chain  of  Great  Lakes,  flanking  the  English  settle- 
ments and  giving  the  French  direct  access  to  the  interior.  (2)  The  posi- 
tion of  the  Six  Nations,  who  prevented  the  English  from  direct  access 
to  the  fur-bearing  lake  region,  and  at  the  same  time  fended  off  the 
French.  (3)  The  eastern  coast  rivers  with  the  excellent  ports  at  or 
near  their  mouths  and  their  upper  reaches,  which  furnished  water  routes 
up  into  the  country.  (4)  The  Appalachian  Mountains  with  their  wide 
belt  of  parallel  ridges,  which  were  a  serious  obstacle  to  settling  or 
conquering  the  West  by  the  English.  (5)  The  Mississippi  River  and 
the  immense  advantage  which  its  possession  gave  to  the  French. 
(6)  The  low  and  easy  portages  from  the  Great  Lakes  to  the  heads  of 
the  tributaries  of  the  Ohio  and  the  Mississippi  rivers. 

OCEAN  VOYAGES.  With  this  study  of  the  physical  outline  of 
the  country  can  easily  be  combined  accounts  and  geographical  verifica- 
tion of  the  ocean  voyages  whose  tracks  are  shown  upon  the  map.  This 
includes:  (1)  Raleigh  for  England  (1584);  (2)  Champlain  for 
France  (1604,  1606);  (3)  Hudson  for  Holland  (1609),  Hudson 
in  1610  (see  Map  A6)  ;  (4)  Mayflower  (English,  1620,  unauthorized 
by  the  government)  ;  (5)  Minuit  for  Sweden  (1638). 

27 


28  AMERICAN  HISTORY  MAPS 

THE  INDIANS.  One  of  the  fundamentals  for  an  understanding 
of  the  explorations  and  settlements  of  North  America  is  a  knowledge 
of  the  distribution  of  the  Indian  tribes  as  shown  upon  this  map.  The 
teacher  should  take  particular  notice  of  the  following  points :  ( 1  )  loca- 
tions of  principal  tribes  (see  also  Map  Al);  (2)  country  and  sub- 
divisions of  the  Six  Nations;  (3)  incorporation  of  the  Tuscaroras  (see 
their  original  seat  in  the  Carolinas)  ;  (4)  Creeks  and  Cherokees  as  a 
barrier  to  English  settlement  in  the  Southwest;  (5)  English  trails  and 
trading  routes  into  the  Indian  country  (see  also  Map  A7). 

INTERIOR  EXPLORATIONS.  The  next  step  in  the  process  of 
grasping  the  manner  in  which  the  Europeans  first  penetrated  the  interior 
and  made  the  earliest  western  settlements  is  a  study  of  the  interior 
explorations  of  the  French.  The  map  contains  the  travel  routes  as 
follows:  (1)  Champlain  (1615-16);  (2)  Nicolet  (1634-35);  (3) 
Allouez  (1665-67);  (4)  Dollier  (1669);  (5)  Joliet  and  Mar- 
quette  (1673);  (6)  Duluth  (1679-80);  (7)  Hennepin  (1680); 
(8)  LaSalle  (1679-82). 

EARLY  PERMANENT  SETTLEMENTS.  The  distinction  between 
the  discoveries  of  the  sixteenth  century  and  those  of  the  seventeenth 
century  of  exploration  in  eastern  North  America  is  that  in  the  latter 
period  permanent  settlements  were  made  by  France,  England,  Holland 
and  Sweden.  The  first  of  these  places  to  be  occupied  were  naturally 
the  coast  towns,  which  became  colonial  seaports.  Next  in  order  were 
the  forts  and  trading  posts  established  in  the  first  period  of  colonization 
(Map  A).  Then  followed  forts  and  posts  in  the  interior  (Map  B). 
Attention  should  be  called  particularly  to  the  early  settlements  in 
Detroit,  Michilimackinac,  Green  Bay,  St.  Joseph,  Cahokia,  Kaskaskia, 
Vincennes,  Mobile,  Pensacola,  New  Orleans  and  St.  Augustine. 

ENGLISH  SETTLEMENTS.  As  successors  to  the  English  in  North 
America,  the  people  of  the  United  States  are  most  interested  in  the 
early  English  settlements.  This  is  a  good  place  to  call  attention  to 
the  fact  that  after  the  union  of  1707  between  Scotland  and  Great 
Britain,  the  term  British  came  into  use  for  the  colonies  of  the  joint 
kingdom,  altho  the  term  English  then  and  ever  since  has  often  been 
applied  to  the  colonies  as  having  about  the  same  meaning  as  British. 

The  earliest  settlements  of  this  kind  were:     ( 1 )  Virginia  ( 1 607)  ; 


TEACHER'S  MANUAL  29 

(2)  Plymouth  (1620);  (3)  Massachusetts  (1630);  (4)  Maryland 
(1632).  The  details  concerning  these  may  be  found  on  Map  A5. 
The  other  New  England  and  Southern  colonies  and  the  Hudson  Bay 
Colony  can  be  easily  distinguished  in  the  two  halves  of  this  map  (see 
also  Map  A6).  Bring  out  particularly  how  the  English  pushed  from 
their  coast  settlements  northward,  westward  and  southward. 

FRENCH  SETTLEMENTS.  The  first  French  settlements  on  the 
coast  of  North  America  were  the  two  temporary  colonies  on  the  Carolina 
coast  (1564-1565).  Then,  followed  Acadia,  New  France,  Illinois 
country,  and  later  Louisiana  (1699).  These  settlements  involved 
France  in  serious  controversies  with  England,  resulting  in  the  transfer 
of  Acadia  (now  Nova  Scotia)  to  Great  Britain  (1713),  and  also  a 
long  quarrel  over  the  boundaries  of  the  Hudson's  Bay  Company  (see 
Map  A6).  The  boundary  between  the  New  England  colonies  and 
New  France  was  long  unsettled,  as  was  the  western  frontier  of  the 
English  colonies  in  the  upper  Ohio  region.  (See  Map  A7.) 

DUTCH  SETTLEMENTS.  The  coming  in  of  the  Dutch  with  the 
discovery  of  the  Hudson  (1609)  and  the  founding  of  the  town  of 
New  Amsterdam,  laid  the  foundation  of  a  bitter  quarrel  between 
Holland  and  England,  which  included  the  New  Englanders.  This 
rivalry  was  the  cause  of  the  New  England  Confederation  (see  Map 
A5  Inset). 

SWEDISH  SETTLEMENTS.  The  Swedes  by  their  settlement  of 
New  Sweden  (1638)  on  the  Delaware  came  into  collision  with  the 
Marylanders  in  the  South,  and  the  Dutch  in  the  North.  The  Dutch 
settlements  were  made  on  the  Delaware  River  and  Bay,  and  in  1635 
New  Sweden  was  absorbed  by  the  Dutch. 

SPANISH  SETTLEMENTS.  In  the  period  covered  by  these  maps 
the  English  colonies  were  not  brought  into  close  contact  with  the  Spanish 
colonies,  except  thru  the  founding  of  Georgia  (1733);  but  the  trad- 
ing posts  in  the  Indian  country  occasionally  got  into  difficulties  with 
the  Spanish  posts. 

RELATED  MAPS.  Compare  with  Map  A1  for  status  of  North 
America  before  the  coming  of  the  Europeans;  with  Map  A2  for 
earliest  claims  to  the  Atlantic  coast  and  Spanish  explorations;  with 
Maps  A2,  A3  and  A6  for  rival  settlements;  with  Map  A5  for  Eng- 


30  AMERICAN  HISTORY  MAPS 

lish  territorial  grants  in  detail,  and  for  the  incorporation  of  former 
Dutch  and  Swedish  territory;  and  with  Map  A7  for  interior  trade 
rivalry. 

QUESTIONS 

Upon  what  grounds  did  the  following  powers  claim  territory 
on  the  east  coast  of  North  America:  (1)  England,  (2)  France, 
(3)  Holland,  (4)  Spain,  (5)  Sweden? 

How  did  the  Mayflower  come  to  land  in  Massachusetts  Bay? 
What  were  the  discoveries  made  by  Hudson?  What  attempts  did 
Raleigh  make  to  found  colonies  in  Virginia? 

Locate  the  following  places  and  tell  something  about  their  settle- 
ment: (1)  Amsterdam,  (2)  St.  Augustine,  (3)  Boston,  (4)  Brook- 
lyn, (5)  Exeter,  (6)  Fort  Caroline,  (7)  Fort  Christina,  (8)  Fort 
Orange,  (9)  Hartford,  (10)  House  of  Hope,  (11)  Jamestown, 
(12)  New  Haven,  (13)  Newport,  (14)  Fort  Nassau,  (15)  Ply- 
mouth, (16)  Providence,  (17)  St.  Mary's,  (18)  Salem,  (19)  York, 
(20)  Swaanendaal. 

What  was  the  basis  of  the  boundary  controversies  between  New 
France  and  Massachusetts?  Name  the  principal  rivers  on  the  Atlantic 
Slope,  from  Canada  to  Florida.  What  were  the  original  bounds  of 
Massachusetts? 

'  How  were  the  following  colonies  settled  without  charters :    ( 1  ) 
Connecticut,  (2)  New  Hampshire,  (3)  Rhode  Island,  (4)  Plymouth? 

Why  did  not  the  Colony  of  New  Netherlands  extend  farther 
inland?  When  and  how  did  the  Dutch  absorb  the  colony  of  New 
Sweden?  What  did  people  mean  in  1662  when  they  spoke  of  Vir- 
ginia? How  could  Maryland  be  established  in  1  632  and  New  Sweden 
in  1638  with  overlapping  bounds? 

What  brought  Champlain  to  the  New  World?  How  did  the 
English  come  into  possession  of  the  whole  Atlantic  coast  between 
Acadia  and  Florida?  How  did  New  York  come  to  extend  so  far 
west? 

Locate  the  following  great  Indian  race  groups  and  tribes :  ( 1  ) 
Abnakis,  (2)  Algonquins,  (3)  Arkansas,  (4)  Catawbas,  (5)  Chicka- 


TEACHER'S  MANUAL  31 

saws,  (6)  Chippewas,  (7)  Choctaws,  (8)  Creeks,  (9)  Delawares, 
(10)  Hurons,  (11)  Illinois,  (12)  lowas,  (13)  Iroquois,  (14)  Kick- 
apoos,  (15)  Menominees,  (16)  Miamis,  (17)  Missouris,  (18)  Mo- 
hegans,  (19)  Ottawas,  (20)  Pequots,  (21)  Pottawatomies,  (22) 
Powhatans,  (23)  Sauks  and  Foxes,  (24)  Seminoles,  (25)  Shawnees, 
(26)  Susquehannocks,  (27)  Tuscaroras  (28)  Wampanoags,  (29) 
Wappingers,  (30)  Winnebagoes,  (31)  Yamasees. 

Locate  and  describe  the  following  western  rivers :      (  1 )  Alabama, 

(2)  Allegheny,  (3)  Apalachicola,  (4)  Arkansas,  (5)  Chattahoochee, 
(6)  Chippewa,  (7)  Clinch,  (8)  Coosa,  (9)  Cumberland,  (10)  Des 
Moines,  (11)  Flint,  (12)  Fox  (111.).  (13)  Fox  (Wis.),  (14)  Gat- 
ineau,    (15)    Holston,    (16)    Illinois,    (17)    Iowa,    (18)    Kanawha, 

(19)  Kankakee,    (20)   Kaskaskia,    (21)    Kentucky,    (22)    Maumee, 
(23)   Miami,   (24)   Mississippi,   (25)   Missouri,   (26)   Mobile,   (27) 
Monongahela,   (28)   Muskingum,    (29)   Ohio,   (30)   Ouachita,   (31) 
Pearl,   (32)   Rock,    (33)   St.  Croix,    (34)   St.  Joseph,    (35)   Scioto, 
(36)    Tennessee,    (37)    Thames,    (38)    Tombigbee,    (39)    Wabash, 
(40)    White,    (Ark.)    (41)    White   (Ind.),    (42)    Wisconsin,    (43) 
Yazoo. 

Locate  the  following  lakes:  (1)  Champlain,  (2)  Erie,  (3) 
Huron,  (4)  Michigan,  (5)  Nippissing,  (6)  Superior. 

Locate  the  following  forts:  (1)  Chambly,  (2)  Chartres,  (3) 
Crevecoeur,  (4)  Frederic,  (5)  Frontenac,  (6)  Labaye,  (7)  Louis, 
(8)  Massac,  (9)  Miami,  (10)  Michilimackinac,  (11)  Niagara, 
(12)  Oswego,  (13)  Ouiatanon,  (14)  Prudhomme,  (15)  Rosalie, 
(16)  St.  Joseph,  (17)  St.  Louis,  (18)  Saratoga,  (19)  Tombecbie, 

(20)  Toulouse,  (21)  William. 

Locate  the  following  interior  towns:     (1)  Albany,  (2)  Cahokia, 

(3)  Deerfield,    (4)    Detroit,    (5)    Dover,    (6)    Haverhill,    (7)    Kas- 
kaskia, (8)  Logstown,  (9)  Montreal,  (10)  New  Orleans,  (11)  Pick- 
awillany,    (12)    Quebec,    (13)    Schenectady,    (14)    Three    Rivers, 
(15)  Vincennes. 

Purposes  and  results  of  the  expeditions  of  the  following  ex- 
plorers: (1)  Champlain,  voyage,  (2)  Champlain,  interior  explora- 
tions, (3)  Collier,  (4)  La  Salle,  lakes,  (5)  La  Salle,  Illinois  and 
Mississippi  rivers,  (6)  Marquette  and  Joliet,  (7)  Hennepin,  (8)  Nico- 
let,  (9)  Duluth,  (10)  Allouez. 


32  AMERICAN  HISTORY  MAPS 

Why  did  not  the  English  reach  the  interior  before  the  French? 
How  did  the  French  get  a  footing  on  the  Mississippi  River  as  against 
the  Spaniards?  What  were  the  territorial  subdivisions  of  the  Six 
Nations? 


MAP  A5.     ENGLISH  COLONIAL  GRANTS 
(1580-1763) 

PURPOSE  OF  THE  MAP.  This  pair  of  maps  shows  the  founda- 
tion and  expansion  of  the  English  colonies  in  North  America,  bringing 
out  the  following  group  of  data :  ( 1 )  The  relation  of  colonial  develop- 
ment to  physical  geography;  (2)  The  relation  of  the  expansion  of 
England  to  the  early  opening  up  of  North  America;  (3)  The  first 
group  of  colonies,  1580-1660  (see  Map  A);  (4)  The  colonial 
capitals;  (5)  The  second  group  of  colonies  from  1660  to  1  763. 

EFFECT  OF  PHYSICAL  GEOGRAPHY  ON  COLONIZATION.  Eng- 
land was  greatly  favored  by  striking  a  part  of  the  coast  which  abounded 
in  good  ports,  backed  up  by  a  heavily  forested  and  well-watered  coun- 
try. The  Appalachian  Mountain  system,  however,  was  wild  and  diffi- 
cult to  traverse,  and  no  permanent  English  settlements  were  made 
beyond  the  watershed  previous  to  the  Revolution.  The  St.  Lawrence 
River,  however,  opened  up  a  direct  road  around  that  obstruction,  and 
thus  enabled  the  French  to  get  into  and  occupy  the  interior  long  before 
the  English.  Once  on  the  waters  of  the  Mississippi,  they  distributed 
little  forts  widely,  but  had  not  enough  population  for  real  colonies. 
Especial  notice  should  be  taken  of  the  natural  passes  across  the  moun- 
tains: (1)  Kennebec-Chaudiere ;  (2)  Hudson-Champlain ;  (3) 
Mohawk-Lake  Ontario;  (4)  Susquehanna-Monongahela ;  (5)  Poto- 
mac-Monongahela ;  (6)  Roanoke-Kanawha ;  (7)  Valley  of  Virginia- 
upper  Tennessee-Cumberland. 

GRANTS  AND  SETTLEMENTS  NOT  INCLUDING  FAR  WESTERN 
CLAIMS.  For  convenience  of  study  the  English  colonies  may  be  divided 
into  those  that  had  no  claim  beyond  the  Appalachians,  and  a  second 
group  whose  charters  extended  far  westward.  The  first  group  em- 
braces the  following:  (1)  London  and  Plymouth  companies  (1606) 
[small  settlements  within  prescribed  areas];  (2)  Plymouth  (1620) 
[no  charter],  (3)  Virginia  as  a  royal  province  (1624)  [without  a 
charter];  (4)  Maryland  (1632);  (5)  New  Hampshire  (1635); 
(6)  Rhode  Island  (1636)  [no  charter  till  1663]  ;  (7)  Connecticut 

33 


34  AMERICAN  HISTORY  MAPS 

(1636)  [no  charter  till  1662];  (8)  New  Haven  (1638)  [no 
charter];  (9)  Maine  (1639);  (10)  Rhode  Island  (1663);  (11) 
New  York  (1664);  (12)  East  Jersey  and  West  Jersey  till  1702 
(1664);  (13)  New  Hampshire  (1679)  [no  charter,  old  Mason 
Grant  ignored]  ;  (14)  Pennsylvania  (1681);  (15)  Delaware  (1682) 
[no  charter] . 

COLONIAL  CHARTERS  INCLUDING  WESTERN  CLAIMS.  The 
second  group,  including  western  claims,  is  as  follows :  ( 1 )  Virginia 
(1609)  [Map  A  and  Inset]  ;  (2)  Virginia  (1612)  [same  bounds, 
adding  Bermuda.  This  charter  taken  away  in  1624]  ;  (3)  Coun- 
cil for  New  England  [till  1633];  (4)  Massachusetts  (1629) 
[note  northern  boundary  and  adjustment  with  New  Hampshire]  ; 
(5)  Carolina  (1663)  [till  1665]  ;  (6)  Carolina  (1665)  [till  1729]  ; 
(7)  Second  Massachusetts  charter  (1691)  [till  1774];  (8)  Con- 
necticut charter  (1662);  (9)  Georgia  (1732)  [till  1752]. 

COLONIAL  CONSOLIDATIONS.  The  geography  of  the  British 
colonies  cannot  be  understood  without  taking  notice  of  the  fact  that 
there  were  numerous  consolidations  and  annexations  of  colonies,  of 
which  the  most  important  are  as  follows :  ( 1 )  New  Haven  united 
to  Connecticut  (about  1662);  (2)  Western  Maine  added  to  Massa- 
chusetts (1687)  ;  (3)  Eastern  Maine  added  to  Massachusetts  (1691  ); 
(4)  Plymouth  added  to  Massachusetts  (1691);  (5)  Nantucket  and 
Martha's  Vineyard  added  to  Massachusetts  (1691  );  (6)  two  Jerseys 
united  (1702). 

With  these  should  be  associated  three  cases  where  new  colonies 
were  set  up  by  separation  from  a  larger  colony :  ( 1 )  New  Hampshire 
from  Massachusetts  (1679);  (2)  Delaware  from  Pennsylvania 
(1703);  (3)  South  Carolina  from  North  Carolina  (1729). 

A  great  number  of  boundary  claims  and  controversies  arose  in 
this  period  which  cannot  be  shown  in  detail.  Every  New  England 
colony,  every  Middle  colony  and  Virginia,  previous  to  the  Revolution 
had  some  kind  of  boundary  difficulty  with  its  neighbors. 

RELATED  MAPS.  See  Map  A2,  for  earliest  English  discovery; 
Map  A4,  for  rival  international  claims;  Map  A6,  for  expansion  of 
British  territory;  Map  A7,  for  the  English  colonies  at  the  beginning 
of  the  Revolution;  Map  A9,  for  the  revival  of  western  claims  and 
controversies;  Map  A9  Inset,  for  settlement  of  Pennsylvania  claims. 


TEACHER'S  MANUAL  35 

QUESTIONS 

How  did  the  British  Government  come  to  make  conflicting  grants 
of  land  on  the  Atlantic  coast?  What  was  the  original  authority  for 
the  following  colonies:  (1)  London  Company,  (2)  Plymouth  Com- 
pany, (3)  second  Virginia  charter,  (4)  third  Virginia  charter,  (5) 
Plymouth,  (6)  Massachusetts,  (7)  Maryland,  (8)  New  Hampshire, 
(9)  Connecticut,  (10)  Rhode  Island,  (11)  Maine? 

What  is  the  origin  and  what  are  the  explanations  of  the  con- 
troversy over  the  Virginia  extension  into  the  interior?  (See  Inset.) 

What  colonies  constituted  the  New  England  Confederation?  Why 
was  Rhode  Island  left  out?  What  was  the  western  neighbor  of  the 
Confederation?  What  was  the  northern  neighbor? 

What  was  the  foundation  for  the  western  claims  of  Massachusetts? 
What  was  the  true  northern  boundary  of  Maryland? 

What  was  the  foundation  of  the  far  western  claims  of  the  follow- 
ing colonies:  (1)  Massachusetts,  (2)  Connecticut,  (3)  Carolina, 

(4)  Georgia? 

How  did  the  following  colonies  come  to  be  united:  (1 )  Massa- 
chusetts and  Maine,  (2)  Massachusetts  and  New  Hampshire,  (3) 
Massachusetts  and  Plymouth,  (4)  Connecticut  and  New  Haven, 

(5)  East  and  West  Jersey,    (6)   Pennsylvania  and  Delaware? 
How  did  the  following  colonies  come  to  be  divided :    ( 1 )  Maine, 

(2)  New  York,  (3)  Delaware  from  Pennsylvania,  (4)  The  Caro- 
linas? 

What  were  the  territorial  controversies  of  Pennsylvania  with: 
(1)  New  York,  (2)  Maryland,  (3)  Virginia? 

What  were  the  territorial  controversies  of  Maryland  with:  (1) 
Pennsylvania,  (2)  Virginia? 

How  was  the  grant  to  the  Duke  of  York  subdivided? 


MAP  A6.    THE  PARTITION  OF  AMERICA, 
1700  AND  1763 

PURPOSE  OF  THE  MAP.  This  map  shows  the  possessions  ot 
the  different  powers  in  America  in  1  700  and  1  763.  It  illustrates  the 
expansion  of  the  colonies  of  the  principal  nations  and  the  resulting  inter- 
national conflicts,  which  are  treated  for  a  more  restricted  area  in 
Map  A4. 

COLOR  SCHEME.  In  keeping  with  the  other  maps,  the  yellow 
represents  the  Spanish  possessions,  green  the  French,  pink  the  English, 
light  brown  the  Portuguese,  and  dark  brown  the  Dutch,  while  the 
somewhat  indefinite  claims  of  Russia  on  the  Pacific  coast  are  indicated 
by  parallel  black  lines.  , 

INTRUSIONS  INTO  SPANISH  AND  PORTUGUESE  TERRITORY. 
The  seventeenth  century  wrought  great  changes  in  the  political  geography 
of  the  western  continents,  particularly  North  America.  At  the  close 
of  the  sixteenth  century  the  New  World  was  chiefly  a  possession  of 
Spain  and  Portugal,  but  then  France,  England,  Holland  and  Sweden 
all  began  to  make  inroads  into  their  preserves.  South  America,  how- 
ever, continued  to  belong  mainly  to  Spain  and  Portugal. 

INTERNATIONAL  RIVALRIES.  As  the  colonies  of  the  rival  nations 
expanded  and  their  borders  came  in  proximity  or  contact,  international 
contests  inevitably  ensued.  In  South  America  the  Portuguese,  Spaniards 
and  French  competed  on  the  eastern  mainland,  while  English,  French 
and  Dutch  contested  possession  in  Guiana.  Besides  the  general  scramble 
for  possessions  in  the  Caribbean  area,  and  the  temporary  competition 
of  the  Dutch  and  Swedes  with  each  other  and  with  the  English,  in 
North  America  there  developed  before  1  763  three  principal  lines  of 
border  rivalry:  (1)  Franco-Spanish,  (2)  Anglo-Spanish,  (3)  Anglo- 
French:  In  order  to  understand  these  rivalries  one  must  get  a  clear 
notion  of  colonial  growth  in  its  principal  stages. 

SPANISH  EXPANSION  IN  SOUTH  AMERICA.  Map  A3  shows 
that  by  1519  the  only  European  settlements  in  America  were  in  the 
West  Indies  and  on  the  Isthmus  of  Panama.  Spain's  colonies  now 

36 


TEACHER'S  MANUAL  37 

expanded  rapidly,  both  southward  and  northward.  The  Spanish  oc- 
cupation of  South  America  proceeded  upon  two  main  lines  of  advance, 
both  of  which  had  as  incentives  the  golden  stories  of  the  Andean  region. 
The  first  of  these  lines  was  down  the  Pacific  from  Panama.  Beginning 
in  1522  the  conquest  had  brought  Lower  (northern)  and  Upper 
(southern)  Peru  under  subjection  by  1533.  Southward  along  the 
coast,  Chile  was  next  conquered  between  1540  and  1560.  In  this 
territory  the  Spaniards  met  from  the  Araucanians  the  fiercest  and  most 
successful  resistance  which  they  encountered  in  America. 

Offshoots  from  the  coastal  conquest  were  the  expeditions  north- 
eastward into  Quito  and  Bogota;  these  were  urged  on  by  the  stories 
of  El  Dorado  and  the  fabulous  cities  of  Manoa,  Enim,  Amagua  and 
Paytiti.  Numerous  expeditions  overran  the  northern  wilds  of  the 
Orinoco  and  Amazon,  but  the  actual  settlements  beyond  Popayan 
were  confined  to  the  Caribbean  shore  line,  and  were  drawn  from  the 
West  Indies. 

Meantime  the  quest  for  a  strait  led  numerous  voyagers  along  the 
Atlantic  shore  and  up  the  great  La  Plata  system.  Sailors  wrecked 
or  left  behind  heard  stories  from  the  Indians  of  a  great  White  Chief 
and  mountains  of  gold  to  the  west  that  led  to  the  first  exploration  of 
the  Argentine  interior;  this  was  conquered  between  1534  and  1593. 
In  the  provinces  of  Tucuman  and  Cuyo  the  eastern  and  western  streams 
of  advance  met  in  fraternal  warfare  for  supremacy  during  the  closing 
decades  of  the  sixteenth  century. 

PORTUGUESE  EXPANSION  IN  SOUTH  AMERICA.  On  the 
Atlantic  coast  of  South  America  the  Portuguese  were  slow  to  follow 
up  their  accidental  discovery.  Urge  to  activity  came  through  Spanish 
advance  into  the  La  Plata  country.  Portuguese  settlements  began  in 
1531,  and  soon  huge  grants  (capitanias)  along  the  coasts  were  held 
by  feudal  overlords. 

The  upper  reaches  of  the  Amazon,  first  navigated  by  the  Spaniards 
in  1541,  were  explored  by  the  Portuguese' in  1637-8;  due  to  the 
activity  of  the  Spaniards,  whose  title  was  best,  these  lands  after  1680 
became  the  scene  of  Portuguese  Jesuit  missions,  which  constituted  the 
basis  for  the  westward  expansion  of  Brazil,  recognized  by  the  Spaniards 
in  the  treaty  of  1  750. 


38  AMERICAN  HISTORY  MAPS 

PORTUGUESE  RIVALRIES.  Every  forward  step  of  the  Portuguese 
had  its  element  of  international  rivalry.  The  first  settlements  on  the 
Atlantic  had  been  stimulated  by  Spanish  activities  in  the  La  Plata 
country.  The  capitanias  were  bulwarks  against  Spanish,  French  and 
Dutch  aggression.  At  Rio  Janeiro  the  French  Huguenots  attempted 
a  colony  which  survived  climate,  quarrels  and  Indian  and  Portuguese 
attacks  but  ten  short  years  or  so,  succumbing  in  1  567.  The  Huguenots 
failed  also  at  Recife,  near  Pernambuco,  the  efforts  there  ending  their 
attempts  on  Brazilian  territory.  The  four  northern  capitanias  were 
disputed  by  the  Dutch  West  India  Company,  organized  in  1 62 1 , 
which  for  twenty-five  years  held  territory  northward  from  Pernambuco, 
but  after  1654  its  sole  mainland  holding  was  a  part  of  Guiana. 

The  region  of  modern  Uruguay  was  long  in  dispute.  The  definite 
establishment  of  Buenos*  Aires  (Spanish)  in  1580  was  countered  by 
the  Portuguese  settlement  of  Colonia  do  Sacramento  in  1680;  it  throve 
on  illicit  commerce  with  the  Spaniards  in  the  seventeenth  and  eighteenth 
centuries,  and  was  alternately  Spanish  and  Portuguese  until  1  777,  when 
it  definitely  became  Spanish. 

RIVALRY  IN  GuiANA.  In  the  early  seventeenth  century  English, 
Dutch  and  French  settled  extensively  in  Guiana.  In  1654  the  French 
settlements  in  Cayenne  were  taken  by  the  Dutch,  held  a  few  years,  and 
then  restored.  British  interests  were  ceded  to  Holland  in  1 667,  at  the 
time  when  New  York  was  relinquished  to  England,  and  within  ten 
years  the  Dutch  were  colonizing  all  of  the  present  British  and  Dutch 
Guiana  (Surinam). 

SPANISH  EXPANSION  IN  NORTH  AMERICA.  By  1543  the 
semi-civilized  peoples  of  Central  America  and  southern  Mexico  (Mayas 
and  Aztecs)  were  under  control,  Spanish  centers  had  been  established 
in  their  midst,  and  the  northern  interior  (now  the  southern  United 
States)  had  been  explored  (Map  A2).  Having  exploded  the  "North- 
ern Mystery,"  the  Spaniards  now  fell  back  on  the  established  frontier 
and  expanded  it  by  gradual  settlement.  By  the  end  of  the  sixteenth 
century  northern  Mexico  had  been  occupied  by  scattered  outposts  ex- 
tending to  a  line  drawn  roughly  thru  the  mouth  of  the  Rio  Grande 
(about  latitude  26°)  and  embraced  in  the  provinces  of  New  Galicia, 
New  Vizcaya  and  New  Leon.  Most  of  the  important  present-day 


TEACHER'S  MANUAL  39 

cities  within  that  area  date  from  the  sixteenth  century.  Far  beyond 
this  line  was  the  New  Mexico  salient,  established  in  1598.  At  the 
same  time  Spain  expelled  the  French  and  occupied  the  north  Atlantic 
seaboard  (called  Florida)  temporarily  to  Chesapeake  Bay,  and  more 
permanently  up  the  Georgia  shoreline  to  Santa  Helena,  in  the  region 
of  Port  Royal,  South  Carolina. 

In  the  seventeenth  century  the  Spanish  frontier  pushed  steadily 
northward  into  Sonora  (including  southern  Arizona),  Lower  California 
(1697),  Chihuahua,  Coahuila,  Texas  (temporarily),  and  Western 
Florida  (Apalachee,  1633,  and  Pensacola,  1698).  In  the  early 
eighteenth  century  Texas,  Tamaulipas  (New  Santander),  southern 
Arizona  (Pimeria  Alta),  and  Lower  California  were  permanently 
occupied  and  their  settlements  expanded.  During  the  revolt  of  the 
Pueblo  Indians  ( 1  680)  New  Mexico  was  entirely  abandoned  and  then 
reoccupied  (1692-8).  Meanwhile  El  Paso  had  become  an  important 
center  of  population. 

EARLY  FRENCH  SETTLEMENTS.  The  sixteenth  century  French 
settlements  in  Brazil  and  Florida  were  destroyed  by  the  Portuguese 
and  the  Spaniards,  respectively.  Early  in  the  seventeenth  century 
the  French  colonized  Acadia  and  the  lower  St.  Lawrence  Valley,  and 
pushed  their  way  up  the  Great  Lakes.  At  the  same  time  they  estab- 
lished settlements  on  a  number  of  the  Lesser  Antilles  and  Espanola 
(Haiti).  From  these  two  centers,  Canada  and  the  Antilles,  they 
pushed  into  the  Gulf  of  Mexico  and  the  Mississippi  Valley,  exploring 
the  tributaries  of  this  stream  and  establishing  posts  in  Minnesota,  Wis- 
consin, Illinois  and  Arkansas.  La  Salle,  in  an  effort  to  control  the 
northern  gulf  shore  from  France,  established  a  post  in  Texas  at  Mata- 
Corda  Bay  (1685). 

EARLY  ENGLISH  SETTLEMENTS.  In  the  later  sixteenth  century 
the  English  sea  rovers  plundered  Spanish  commerce,  explored  the 
North  Atlantic  seaboard  in  an  attempt  to  find  a  Northwest  Passage 
to  India,  and  tried  to  colonize  Virginia  (Roanoke  Island)  and  Guiana. 
In  the  early  seventeenth  century  permanent  settlements  began.  By  1 632 
important  beginnings  had  been  made  in  the  Bermudas,  the  Lesser 
Antilles,  New  England,  Virginia,  Maryland  and  New  Foundland. 
THE  DUTCH  AND  SWEDISH  BARRIER  TO  THE  ENGLISH.  On 


40  AMERICAN  HISTORY  MAPS 

the  mainland  the  Dutch  and  Swedes  interposed  a  barrier  to  English 
expansion.  In  1614  the  Dutch  began  the  colonization  of  the  Hudson 
River  Valley,  whence  they  extended  their  trading  posts  to  the  Con- 
necticut and  Delaware  rivers.  On  the  Delaware  they  were  checked  by 
the  Swedes,  who  settled  Fort  Christina  (Wilmington)  in  1 638.  In 
1655  the  Dutch  conquered  the  Swedish  colony. 

THE  STRUGGLE  IN  THE  CARIBBEAN  AREA.  The  second  quar- 
ter of  the  seventeenth  century  witnessed  a  remarkable  development  in 
the  Caribbean  area.  This  region,  which  Spain  had  claimed  but  neg- 
lected, became  the  scene  of  French,  Dutch  and  English  settlements, 
which  struggled  with  each  other  and  preyed  upon  Spanish  commerce. 
Spain  resisted  manfully,  and  many  times  the  intruders  were  attacked 
and  expelled  from  their  strongholds.  Cromwell  launched  an  imperial 
policy  for  England,  and  in  1655  conquered  Jamaica  from  Spain, 
after  failing  to  take  Espanola  (Haiti).  Besides  Jamaica  England 
now  held  St.  Kitts,  Nevis,  Barbados,  Tobago,  Anguilla,  Antigua, 
Montserrat  and  a  part  of  Honduras  on  the  mainland  (1638).  The 
principal  Dutch  possessions  were  in  the  islands  of  Curacao,  and  France 
held,  notably,  Martinique,  Guadeloupe  and  a  portion  of  Haiti. 

ENGLISH  EXPANSION  UNDER  THE  LATER  STUARTS.  Under 
the  later  Stuarts  English  expansion  was  rapid.  The  Dutch  and  Swedish 
colonies  on  the  northern  mainland  were  absorbed  (1664-1667),  and 
the  Jerseys,  Pennsylvania  and  the  Carolinas  were  established.  In  the 
West  Indies  Barbuda  (1662),  the  Bahamas  (1666),  the  Virgin 
Islands  (later  the  Danish  West  Indies,  1672),  and  Turks  Islands 
(1678)  were  acquired  by  settlement  or  conquest.  By  1676  Barbados 
had  a  larger  population  than  any  mainland  province  of  England. 

HUDSON'S  BAY  COMPANY  AND  THE  FUR  COUNTRY.  On 
the  mainland  both  France  and  England  pushed  into  the  interior  in 
the  interest  of  fur  trade  and  dominion.  In  1 670  the  Hudson's  Bay 
Company  received  from  England  a  grant  of  the  entire  basin  of  Hudson 
Bay  and  established  posts  on  the  shores  of  that  body  of  water.  At 
the  same  time  that  the  French  traders  entered  the  Mississippi  Valley 
from  the  north,  Virginia  traders  entered  it  by  way  of  Tennessee 
(1671-1673),  while  Carolina  traders  soon  reached  the  lower  Missis- 
sippi. 


TEACHER'S  MANUAL  41 

THE  FRENCH  IN  LOUISIANA  AND  THE  FAR  WEST  After 
the  Peace  of  Ryswick  Louis  XIV  proceeded  to  carry  out  La  Salle's 
designs  regarding  the  control  of  the  gulf  by  founding  the  new  province 
of  Louisiana  (1699).  This  broke  the  continuity  of  Spanish  control. 
The  capital,  first  established  at  Biloxi,  was  moved  to  Mobile,  and  later 
to  New  Orleans  (1718).  Other  posts  were  established  in  the  Alabama 
Basin,  on  the  lower  Mississippi,  and  on  the  lower  Red  River.  The 
Illinois  country,  where  Kaskaskia  and  Fort  Chartres  were  centers,  was 
attached  to  Louisiana.  West  of  the  Mississippi  the  French  established 
trading  posts  at  Natchitoches,  at  the  mouth  of  the  Arkansas,  among 
the  Osages,  and  among  the  Kansas  in  the  vicinity  of  the  present  Kansas 
City.  From  these  posts,  and  from  New  Orleans,  the  Illinois  country 
and  Canada,  before  1  762,  French  traders  and  explorers  made  their 
way  up  the  Arkansas,  Missouri  and  Platte  rivers  to  the  Rocky  Moun- 
tains and  to  New  Mexico.  Farther  north  trading  stations  known  as 
the  "Post  of  the  Western  Sea"  had  been  extended  from  Lake  Superior 
to  the  Rockies  by  way  of  the  Saskatchewan  River,  and  Canadian 
traders  had  opened  a  route  southwestward  from  Winnipeg. 

FRANCO-SPANISH  RIVALRY.  Foreign  inroads  in  the  Caribbean 
area  and  La  Salle's  settlements  on  Matagorda  Bay  had  caused  Spain 
to  take  defensive  measures  by  occupying  western  Florida  (Apalache, 
1633)  and  temporarily  eastern  Texas  (1690-1693).  The  found- 
ing of  Louisiana  by  the  French  was  answered  by  the  occupation  of 
Pensacola  Bay  (1698)  and  the  re-occupation  of  eastern  Texas  by 
Spain  (1716).  War  breaking  out  in  Europe  it  spread  to  the  colonies 
(1719).  France  captured  Pensacola  and  drove  the  Spaniards  from 
Texas,  while  her  Indian  allies  destroyed  a  defensive  expedition  made 
from  New  Mexico  to  the  upper  Platte  River  (1720).  Spain  re- 
occupied  Pensacola  and  Texas,  and  established  the  Texas  capital  at 
Los  Adaes  near  the  Red  River  (now  Robeline,  Louisiana).  Until 
1  762,  when  Louisiana  was  added  to  Spain,  the  French  traders  and 
explorers  encroached  upon  the  Spanish  border,  all  the  way  from  the 
Platte  River  to  the  Gulf,  while  counter  expeditions  were  made  by 
Spaniards  into  the  disputed  region. 

In  the  struggle  for  Texas,  Spain  distinctly  won.  Arroyo  Hondo, 
between  Los  Adaes  and  Natchitoches,  was  regarded  as  the  inter- 


42  AMERICAN  HISTORY  MAPS 

national  boundary.  It  is  a  mistake  to  speak  of  the  Sabine  River  as 
the  boundary  of  Texas  at  any  time  before  the  nineteenth  century. 

INSET.  TEXAS  IN  THE  EIGHTEENTH  CENTURY.  Franco- 
Spanish  competition  was  sharpest  in  the  Texas  region.  In  the  eighteenth 
century  the  district  was  occupied  by  several  native  stocks,  which  became 
the  objects  of  rivalry,  and  from  one  of  which,  the  Texas  (Hasinai), 
the  present  state  gets  its  name.  In  Texas  Spain  established  three 
principal  centers  of  occupation:  Matagorda  Bay  (Bahia  del  Espiritu 
•Santo),  eastern  Texas  (Los  Adaes  and  Nacogdoches),  and  San 
Antonio,  besides  Laredo  and  El  Paso,  which  till  the  nineteenth  century 
lay  outside  of  Texas.  In  addition,  Spain  had  temporary  settlements 
on  the  San  Gabriel,  the  lower  Trinity,  and  San  Saba  rivers,  among 
the  Tonkawa,  Apache  and  Orcoquiza  tribes. 

The  western  boundary  of  Texas  was  at  first  the  Trinity  River; 
thence  it  was  moved  to  the  Medina  River,  and  by  1  775  to  the  Nueces. 
The  country  west  of  the  Nueces  was  a  part  of  other  provinces  (Nuevo 
Santander,  Coahuila,  Nueva  Vizcaya  and  New  Mexico).  Several 
well-marked  highways  connected  Texas  settlements  with  each  other 
and  with  the  exterior.  Chief  of  these  was  the  "Camino  Real"  from 
San  Juan  Bautista  to  Los  Adaes,  which  in  American  days  became 
"The  Old  San  Antonio  Road." 

THE  ANGLO-SPANISH  BORDER.  Not  alone  in  the  Caribbean 
area  did  Spain  and  England  clash.  The  settlement  of  Virginia  (  1 607) 
was  protested  and  even  resisted  by  Spain,  and  was  followed  by  renewed 
Spanish  missionary  activity  on  the  Georgia  and  South  Carolina  shoreline. 
When  the  Carolinas  were  founded,  border  warfare  ensued  which,  during 
the  general  intercolonial  wars  (1689-1713),  resulted  in  the  destruc- 
tion of  the  missions  of  northern  Georgia  (Gaule)  and  of  the  Apalachee 
country  in  western  Florida.  Contributory  to  this  result  were  the  activities 
of  the  Carolina  traders,  who  pushed  among  the  Creek  Indians  on  the 
Spanish  border.  On  the  other  hand,  intrigues  of  Spaniards  encouraged 
the  uprising  of  the  Yamassee  Indians  (1715),  who  massacred  several 
hundred  Carolina  settlers  and  then  fled  to  Florida.  During  this  period 
Spain  and  England  frequently  came  to  blows  in  the  Caribbean  area. 

More  acute  was  the  border  conflict  caused  by  the  founding  of 
Georgia  (1  732),  but  in  spite  of  vigorous  resistance  the  Spanish  border 


TEACHER'S  MANUAL  43 

was  pushed  back  beyond  the  Altamaha  River  (1  739-1  742).  Finally 
the  Seven  Years'  War  witnessed  the  cession  to  England  of  the  re- 
mainder of  "Florida,"  which  once  had  extended  indefinitely  up  the 
Atlantic  seaboard.  At  the  same  time,  French  Louisiana  was  divided 
between  England  and  Spain,  who  now  faced  each  other  on  the  Missis- 
sippi. 

ANGLO-FRENCH  RIVALRY.  The  keenest  rivalry  for  North 
America  came  between  the  French  and  the  English.  As  early  as  1613 
New  Englanders  captured  a  French  settlement  on  the  coast  of  Maine. 
A  few  years  later  the  English  captured  Port  Royal  and  Quebec,  but 
restored  them  in  1 632.  The  early  rivalry  in  the  Caribbean  has  already 
been  noted.  Between  1684  and  1697  the  French  of  Canada  made 
several  effective  raids  on  the  Hudson  Bay  posts,  and  on  the  New 
England  settlements.  In  return  the  English  again  captured  Port  Royal 
and  attacked  the  West  Indian  settlements.  All  conquests  were  restored 
in  1697.  During  Queen  Anne's  War,  border  raids  again  occurred 
on  Hudson  Bay  and  New  England,  and  an  indecisive  struggle  took 
place  in  the  West  Indies.  Port  Royal  was  again  captured  by  Eng- 
land, and  in  1713  France  gave  up  all  claim  to  Acadia,  New  Found- 
land  and  Hudson  Bay.  Acadia  and  New  Foundland  were  thus  the 
first  permanent  English  conquests  from  the  French  on  the  mainland. 
In  1 745,  during  King  George's  War,  Louisburg  was  captured  by 
the  English,  and  was  restored  in  1  748. 

THE  END  OF  FRENCH  RULE.  The  advance  of  the  English 
into  the  interior  brought  rivalry  on  the  Carolina-Alabama  border,  in 
the  Cherokee  country,  on  the  New  York  border,  and  especially  in 
the  upper  Ohio  Valley.  The  establishment  of  rival  posts  here  was 
followed  by  the  outbreak  of  the  Seven  Years'  War,  which  resulted 
in  the  downfall  of  French  power  in  North  America.  The  spoils  were 
divided  between  England  and  Spain,  the  French  provinces  east  of  the 
Mississippi  falling  to  England,  those  west  of  the  Mississippi  to  Spain. 
France  still  retained  the  island  of  Miguellon  and  St.  Pierre  south  of 
New  Foundland,  certain  fishing  rights  north  and  east  of  that  island, 
minor  possessions  in  the  West  Indies,  and  part  of  Guiana. 

RUSSIAN  POSTS  IN  AMERICA.  Bering's  explorations  (1728- 
1 742 )  were  followed  by  the  establishment  of  fur  trading  posts  on 


44  AMERICAN  HISTORY  MAPS 

the  Aleutian  islands  and  voyages  down  the  American  mainland.  This 
Russian  advance  was  a  principal  cause  of  Spain's  forward  movement 
into  Alta  California  in  1  769. 

QUESTIONS 

Make  a  list  in  chronological  order  of  the  explorers  shown  on 
this  map. 

Compare  this  map  with  Map  A2  and  show  changes  in  ownership 
of  American  territory.  Estimate  the  fraction  of  American  territory 
belonging  to  Spain  in  1  700.  To  France.  To  England.  To  Portu- 
gal. To  other  nations. 

Ascertain  if  you  can  the  ten  largest  cities  in  America  in  1  700. 
How  many  of  them  were  in  North  America,  in  the  West  Indies, 
in  South  America?  How  many  of  them  were  Spanish,  Portuguese, 
French,  English? 

How  did  Hudson's  Bay  Company  come  to  hold  its  territory? 
When  and  how  did  New  Foundland  become  British?  On  what  was 
the  boundary  line  in  North  America  between  the  French  and  British 
colonies  founded?  That  between  the  English  and  Spanish?  The 
French  and  the  Spanish? 

When  did  Spain  cease  to  have  settlements  in  South  Carolina, 
in  Georgia?  What  was  the  nature  of  the  three-cornered  contest  for 
the  country  between  the  Savannah  River,  the  Alabama  River,  and 
the  Gulf? 

When  and  how  did  the  Bermudas  become  British,  the  Bahamas, 
Jamaica,  St.  Kitts,  Barbados,  Belize? 

What  was  the  form  of  government  of  the  British  West  Indies? 
Into  how  many  provinces  were  they  formed?  When  was  representative 
government  introduced  there? 

How  and  when  did  France  come  into  possession  of  Haiti, 
the  smaller  islands,  Cayenne?  What  was  the  administrative  connec- 
tion between  the  French  West  Indies  and  Canada? 

How  and  when  did  the  Dutch  acquire  Curacao,  Surinam? 

How  did  the  French  acquire  Louisiana?  What  was  the  nature 
of  the  border  conflict  between  Spain  and  France  west  of  the  Mississippi? 
Which  won  in  the  Texas  country? 


TEACHER'S  MANUAL  45 

What  were  some  of  the  principal  territorial  disputes  in  South 
America  in  the  seventeenth  century? 

What  were  the  chief  haunts  of  the  Buccaneers? 

When  and  how  did  England  acquire  Acadia,  New  France, 
eastern  Louisiana? 

To  what  power  did  western  Louisiana  go  in  1763?  Trace  the 
boundary  between  British  and  Spanish  territory  in  1  763. 

How  did  England  acquire  the  Floridas?  Had  West  Florida 
previously  been  Spanish  or  French  territory?  When  did  West  Florida 
first  get  its  name? 

How  many  different  provinces  did  England  have  on  the  North 
American  mainland  after  1763?  In  the  islands?  Did  the)'  all  have 
representative  government? 

What  was  the  Proclamation  Line  of  1  763?     Why  drawn? 

Locate  New  Spain  on  the  map,  Santander,  Nuevo  Leon,  Coahuila, 
Sinaloa,  Sonora,  New  Mexico,  California.  Compare  the  size  of 
Mexico  City  in  1 763  with  that  of  New  York  City,  Philadelphia, 
Habana,  Buenos  Aires,  Lima,  Santiago.  Compare  the  population 
(numerically)  of  New  Spain  in  1 763  with  that  of  British  North 
America. 

What  was  the  basis  of  Russian  claims  to  the  Northwest  coast? 
When  were  they  given  up? 

Name  the  principal  Texas  tribes.  (See  Inset.)  Name  the 
principal  Spanish  towns  in  Texas.  The  principal  missions.  Trace 
the  principal  roads  thru  Texas. 

What  provinces  lay  on  both  sides  of  the  Rio  Grande  in  1  763  ? 
(See  Map  B.) 


MAP  A7.    COLONIAL  COMMERCE  AND 
INDUSTRIES 

PURPOSE  OF  THE  MAP.  The  purpose  of  this  map  is  to  emphasize 
some  of  the  social  and  economic  conditions  characteristic  of  Colonial 
history,  and  to  show  by  a  comparison  of  Map  A  and  Map  B  the 
changes  in  these  conditions  that  took  place  between  the  end  of  the 
seventeenth  century  and  the  period  just  before  the  outbreak  of  the 
Revolution. 

COLOR  SCHEME.  The  most  striking  visual  fact  brought  out  on 
the  map  is  the  contrast  between  the  vast  stretch  of  unconquered  wilder- 
ness, represented  in  green,  and  the  narrow  buff  colored  ribbon  of  settled 
area,  mostly  coastal  plain  and  river  valley  extending  along  its  edge.* 
The  difference  between  the  buff  areas  in  the  two  maps  brings  out  the 
way  in  which  the  colonizing  and  settling  movement  had  been  developing 
in  the  eighteenth  century.  How  much  the  lines  of  advance  of  this 
movement  inward  from  the  coast  were  deflected  by  the  routes  of  least 
resistance  offered  by  the  rivers  and  their  valleys  is  made  clear  for 
each  map  by  the  little  tongues  of  buff  reaching  out  into  the  green  areas. 
For  instance,  note  on  Map  A  the  settlements  on  the  Connecticut  and 
Hudson,  and  on  Map  B  the  valleys  of  the  Mohawk,  Potomac  and 
Savannah.  The  isolation  of  many  of  these  settlements  is  also  brought 
home  forcefully  to  the  mind  by  such  cases  as  Charleston  (Map  A)  ; 
Detroit,  Vincennes  and  Mobile  (Map  B). 

The  yellow  color  stretching  west  from  the  Wabash  over  to  and 
beyond  the  Mississippi  indicates  the  Prairie  Area**  avoided  for  a 
while  by  the  settlers  because  of  their  mistaken  notion  that  land  on  which 
trees  would  not  grow  could  not  be  fertile. 


*The  area  of  settlement  is  derived  partly  from  Channing's  History  of  the 
United  States. 

**  Sources:  (l)For  Illinois,  Geological  Survey  Bulletin  No.  15;  (2)  for 
Wisconsin,  Wisconsin  Surpey  Bulletin  No.  36;  (3)  for  Minnesota,  Minnesota 
Geological  Survey  Bulletin  No.  12.  .There  were  also  small  prairies  in  Michigan, 
Indiana  and  Ohio,  but  their  extent  and  location  was  never  mapped. 

46 


TEACHER'S  MANUAL  47 

THE  THIRTEEN  COLONIES.  On  Map  B  note  the  heavy  red 
boundary  lines,  which  serve  for  the  most  part  to  indicate  approximately 
the  boundaries  of  the  original  thirteen  colonies  as  these  existed  at  the 
outbreak  of  the  Revolutionary  War.  They  thus  show  the  preparation 
for  the  United  States  of  America. 

LAND  ROUTES.  We  have  already  noted  the  part  played  by  the 
rivers  in  guiding  the  inland  movement  of  the  settlers  along  the  streams — 
mere  paths  before  the  coming  of  the  settlers  used  by  wild  animals 
and  Indians.  The  use  of  the  trails,  especially  by  the  Indians,  led  to 
their  becoming  the  earliest  land  ways  for  the  pioneers.  Of  these 
trails  it  is  especially  interesting  to  note  the  following :  ( 1 )  from  the 
Mohawk  to  Fort  Niagara;  (2)  from  the  Susquehanna,  called  the 
Kittanning  Path,  past  the  Indian  village  of  that  name  to  the  future  site 
of  Pittsburgh;  thence  continued  as  the  Pickawillany  Path  across  the 
Middle  Scioto,  where  it  intersects  the  Great  Warrior  Path  leading 
southward  from  Lake  Erie,  to  Pickawillany  village  on  the  upper  Miami ; 
(3)  the  trail  leading  southward  from  the  upper  Roanoke  along  the 
"Great  Valley."  Further,  the  map  makes  clear  the  continuous  road 
connection  between  the  extreme  northern  and  southern  settlements.  This 
road  follows  the  coast  only  for  a  portion  of  the  distance,  turning  inland 
at  Philadelphia  and  not  making  decisively  for  the  coast  again  until 
the  border  of  South  Carolina  is  reached.  Note  how  this  road  connects 
with  the  important  Indian  trails  already  mentioned. 

PRODUCTS.  The  colonists'  commercial  and  industrial  interests 
are  suggested  by  the  names  and  symbols  showing  the  wide  areas  in 
which  the  trade  in  furs  and  skins  flourished,  tobacco  and  grain  were 
raised,  cattle  nourished,  and  rice  and  indigo  grown.  Owing  to  the 
limited  space  of  the  map,  it  is  not  possible  to  mention  all  the  important 
products.  In  particular,  the  important  articles  of  meat,  salt  pork,  salt 
beef,  etc.,  are  omitted,  altho  they  formed  a  very  considerable  portion 
of  the  exports  overseas.  The  importance  of  fisheries  is  indicated,  as  are 
also  the  earliest  industries  related  to  the  native  forests,  such  as  dressing 
of  lumber,  manufacturing  of  masts  and  staves,  the  production  of  naval 
stores  (consisting  of  pitch,  turpentine,  rosin,  etc.),  and  shipbuilding. 
The  areas  in  which  the  mining  and  smelting  of  bog  iron  went  on  are 
also  shown. 


48  AMERICAN  HISTORY  MAPS 

In  Map  B  will  be  noted  the  greater  extent  of  country  over  which 
commercial  activities  have  extended  themselves,  and  also  the  appearance 
of  certain  new  industries  -  indicated  by  the  symbols  for  the  production 
of  "Ashes"  for  soap,  the  manufacture  of  "Flour"  from  wheat,  and 
"Rum"  from  the  molasses  brought  from  the  West  Indies. 

SEA  ROUTES.  To  this  West  Indian  trade  and  the  sea  routes  in 
general  it  is  now  convenient  to  turn.  On  Map  A  are  drawn  the  routes 
of  intercolonial  communication  and  traffic  on  the  sea,  both  with  Europe 
and  the  West  Indies.  The  importance  of  this  West  Indian  trade  is 
brought  out  on  Map  B  very  strikingly  by  the  red  graphs  which  spring 
out  from  the  seaports  and  then  split  up  into  streams  going  in  various 
directions.  The  variation  in  width  indicates  the  relative  volume  of 
exports  and  imports  passing  in  and  out  of  the  various  cities.  Note  that 
while  the  combined  volume  of  trade  from  the  Chesapeake  ports  requires 
for  its  representation  the  largest  graph,  Boston  just  before  the  Revolu- 
tion was  the  most  important  single  port ;  and  that  the  trade  of  Charleston 
rivaled,  if  it  did  not  exceed,  that  of  Philadelphia,  and  even  that  of 
New  York. 

The  map  brings  out  clearly  the  relative  importance  of  the  four 
principal  trades:  the  colonial  trade;  the  trade  with  Great  Britain;  the 
trade  with  the  rest  of  Europe;  and  the  West  Indies  trade.  All  are 
shown  in  the  branches  into  which  each  larger  stream  breaks  up.  The 
trade  with  Great  Britain  had  preponderating  importance  over  that  with 
the  rest  of  Europe,  but  was  closely  rivaled  in  importance  by  that  with 
the  West  Indies. 

The  Inter-relation  of  the  colonial  trade  with  Great  Britain  and 
the  West  Indies  is  the  subject  dealt  with  by  the  inset  map,  which  com- 
pletes the  subject  of  trade  routes  begun  in  Map  B.  These  routes, 
called  the  "Triangular  Trades"  because  of  their  three  points  of  de- 
parture, include  the  following:  (1)  the  colonies  to  Great  Britain,  to 
the  West  Indies,  and  back  to  the  colonies;  (2)  the  colonies  to  the 
Mediterranean,  to  the  West  Indies,  and  back  to  the  colonies;  (3)  the 
colonies  to  Africa,  carrying  rum  which  was  exchanged  for  slaves,  who 
were  taken  to  the  West  Indies  and  exchanged  for  molasses,  which 
in  turn  was  taken  to  the  colonies,  chiefly  New  England,  and  there 
made  into  rum.  A  modification  of  these  routes  is  found  in  a  quadri- 


TEACHER'S  MANUAL  49 

lateral  route,  namely,  the  colonies  to  Europe,  to  Africa,  to  the  West 
Indies,  to  the  colonies. 

RELATED  MAPS.  See  Map  Al  for  physical  relations  with  the 
rest  of  the  world;  Map  A2  for  oversea  routes;  Map  A4  for  develop- 
ment of  settlements;  Map  A6  for  physical  relations  between  North 
and  South  America;  Map  A9  for  boundaries  of  the  United  States  in 
1789;  Map  A10  for  westward  movement;  Map  A13  for  land  and 
water  routes  (1829-1860). 

QUESTIONS 

What  caused  the  irregularities  of  the  distribution  of  actual  settle- 
ment as  shown  by  Map  A? 

Locate  the  following  places:  (1)  Albany,  (2)  Baltimore,  (3) 
Boston,  (4)  Burlington,  (5)  Charleston,  (6)  Marblehead,  (7)  New 
Haven,  (8)  New  London,  (9)  Newport,  (10)  New  York,  (11) 
Norfolk,  (12)  Perth  Amboy,  (13)  Philadelphia,  (14)  Portsmouth, 
(15)  Providence,  (16)  Salem,  (17)  Savannah. 

Locate  the  following  eastern  rivers:  (1)  Altamaha,  (2)  Apa- 
lachicola,  (3)  Cape  Fear,  (4)  Connecticut,  (5)  Delaware,  (6)  James, 

(7)  Kennebec,    (8)   Merrimac,    (9)    Mohawk,    (10)   Ottawa,    (11) 
Peedee,    (12)   Potomac,    (13)    Richelieu,    (14)    Roanoke,    (15)   St. 
Croix,    (16)   St.  John,   (17)  St.  Lawrence,    (18)   St.  Mary's,    (19) 
Santee,  (20)  Savannah,   (21)  Susquehanna. 

What  were  the  chief  areas  for  the  productions  of:  (1)  furs, 
(2)  cattle,  (3)  fish,  (4)  whales,  (5)  tobacco,  (6)  grain,  (7)  iron, 

(8)  lumber,  (9)  naval  stores,  (10)  ships,  (11)  staves,  (12)  timber? 
What  were  the  principal  triangular  trades?      (See  Inset.) 
Locate    the    following    forts    and    posts:       (1)    Arkansas,    (2) 

Chartres,  (3)  Congaree,  (4)  Frontenac,  (5)  Le  Boeuf,  (6)  Miami, 
(7)  Michilimackinac,  (8)  Niagara,  (9)  Ninety-Six,  (10)  Oswego, 
(11)  Ouitanon,  (12)  Pitt,  (13)  Presqu'  He,  (14)  Prince  George, 
(15)  Rosalie,  (16)  Tombecbe,  (17)  Toulouse,  (18)  St.  Joseph 
(19)  Venango. 

Locate  the  following  places  and  Indian  villages :  ( 1 )  Chota, 
(2)  Cowee,  (3)  Keowee,  (4)  Kittanning,  (5)  Kusa,  (6)  Logs- 
town,  (7)  Lower  Shawnee  Town,  (8)  Oakfuskee  (9)  Pickawillany. 


50  AMERICAN  HISTORY  MAPS 

Locate  the  following  western  towns:  (1)  Arkansas  Post,  (2) 
Augusta,  (3)  Cahokia,  (4)  Detroit,  (5)  French  Post,  (6)  Kaskaskia, 
(7)  Mobile,  (8)  New  Orleans,  (9)  Pensacola,  (10)  Vincennes. 

Locate  the  following  western  rivers:  (1)  Alabama,  (2)  Alle- 
gheny, (3)  Arkansas,  (4)  Chattahoochee,  (5)  Coosa,  (6)  Des 
Plaines,  (7)  Illinois,  (8)  Kanawha,  (9)  Kankakee,  (10)  Kentucky, 
(11)  Maumee,  (12)  Mississippi,  (13)  Missouri,  (14)  Monongahela, 
(15)  Muskingum,  (16)  Ohio,  (17)  Perdido,  (18)  St.  Joseph,  (19) 
Tombigbee,  (20)  Wabash,  (21)  Wisconsin,  (22)  Yazoo. 

What  are  the  principal  areas  for  the  following  products:  (1) 
fish,  (2)  whales,  (3)  cattle,  (4)  grain,  (5)  tobacco,  (6)  indigo, 
(7)  rice,  (8)  furs,  (9)  skins,  (10)  ashes,  (11)  flour,  (12)  iron, 
(13)  lumber,  (14)  masts,  (15)  naval  stores,  (16)  rum,  (17)  ships. 
(18)  staves,  (19)  timber? 

What  caused  the  irregular  distribution  of  the  interior  settlements 
of  the  colonies? 


MAP  A8.    REVOLUTIONARY  WAR 

PURPOSE  OF  THE  MAP.  This  map  shows  the  territorial  situa- 
tion just  before  the  Revolutionary  War,  a  situation  bearing  in  im- 
portant ways  on  the  causes  and  course  of  the  war;  it  also  plots  the 
chief  movements  in  the  principal  campaigns  of  the  war. 

COLOR  SCHEME.  The  areas  indicated  in  the  very  dark  Pink 
are  the  areas  which  remained  loyal  to  Great  Britain,  namely,  Nova 
Scotia,  Quebec  and  Florida;  the  medium  shade  of  pink  shows  the 
extension  affected  in  the  area  of  Quebec  by  the  Quebec  Act  of  1  774, 
a  measure  which  added  to  the  growing  irritation  of  the  colonists  over 
the  policy  of  the  Mother  Country.  The  area  in  very  light  pink  denotes 
the  Thirteen  Colonies  which  revolted  from  Great  Britain.  Attention 
should  be  directed  to  the  western  and  southern  boundary  of  this  area. 
This  is  marked  out  by  the  red  line  known  as  the  "Proclamation  Line 
of  1  763,"  established  by  Great  Britain  in  1  763  after  the  victory  over 
France,  in  an  effort  to  hold  the  colonists  to  the  coast,  thus  becoming 
another  factor  in  shaping  resistance  to  the  Mother  Country. 

The  buff  shading  marks  off  an  area  usually  designated  as 
"Indian  Country."  The  area  left  in  white  shows  a  section  of  country 
that,  curiously  enough,  did  not  happen  to  be  included  by  any  of  the 
official  acts  of  demarcations  just  noted,  namely,  the  Quebec  Act  and 
the  act  establishing  the  Proclamation  Line.  A  part  of  this  was  claimed 
by  the  colonies,  especially  Pennsylvania  and  New  York,  as  can  be 
seen  by  reference  to  Map  A7.  The  yellow  shade  shows  the  Louisiana 
territory,  at  this  time  in  the  possession  of  the  Spanish.  (Compare 
Map  All.) 

CAMPAIGNS.  Map  A  shows  the  routes  of  the  Revolutionary 
armies  and  of  the  attacking  forces  in  the  northern  and  central  areas. 
Map  B  shows  the  campaigns  in  the  south  and  west.  The  large  inset 
contains  in  greater  detail  the  campaigns  of  Washington  from  Valley 
Forge  to  West  Point.  The  small  inset,  including  the  expedition  of 
George  Rogers  Clark  down  the  Ohio,  that  did  so  much  to  secure  this 

51 


52  AMERICAN  HISTORY  MAPS 

whole  middle  western  area  for  the  later  expansion  of  the  United  States, 
is  brought  out  with  splendid  effect. 

RELATED  MAPS.  See  Map  A7B  for  physical  face  of  the  coun- 
try and  for  the  colonies  in  1  774 ;  Map  A9  for  subdivisions  at  the  end 
of  the  Revolution;  Maps  All  and  A14  for  later  subdivision  of  the 
western  country;  Maps  A15  and  A18  for  ultimate  division  into  states. 

QUESTIONS 

Locate  the  following  places:  (1)  Annapolis,  (2)  Bennington, 
(3)  Concord,  (4)  Elkton,  (5)  Falmouth,  (6)  Kingston,  (7)  Mt. 
Vernon,  (8)  Newburgh,  (9)  Richmond,  (10)  Saratoga,  (11)  West 
Point,  (12)  Wilmington,  N.  C. 

Locate  the  following  battlefields  and  encampments :  ( 1 )  Bemis 
Heights,  (2)  Bennington,  (3)  Brandywine,  (4)  Brooklyn,  (5) 
Bunker  Hill,  (6)  Cherry  Valley,  (7)  Concord,  (8)  Dorchester 
Heights  [covered  on  map  by  Roxbury],  (9)  German  Flats,  (10) 
Germantown,  (11)  Lexington,  (12)  Monmouth,  (13)  Morristown, 

(14)  North  Castle,   (15)  Oriskany,   (16)  Princeton,   (17)  Saratoga 
[no  title],    (18)   Stony  Point,    (19)   Trenton,    (20)   Valley  Forge, 
(21)  White  Plains,  (22)  Wyoming. 

Locate  the  following  forts:  (1)  Crown  Point,  (2)  Edward, 
(3)  George,  (4)  Lafayette,  (5)  Niagara,  (6)  Oswego,  (7)  Pitt, 
(8)  Schuyler,  (9)  Ticonderoga,  (10)  Washington,  (11)  West  Point. 

What  is  the  Proclamation  Line?  How  did  it  affect  the  Revolu- 
tion? Why  was  Washington  unable  to  hold  New  York?  (See  Inset.) 
Why  did  the  British  retire  from  Philadelphia  in  1778?  (See  Inset) 
What  was  the  importance  of  the  Hudson  River  in  the  Revolution? 
What  northern  ports  were  occupied  by  the  British  during  the  Revolu- 
tion? 

Locate  the  following  places:  (1)  Augusta,  (2)  Baton  Rouge, 
(3)  Charlottesville,  (4)  Danville,  (5)  Gnadenhutten,  (6)  Hillsboro, 
(7)  Cahokia,  (8)  Kaskaskia,  (9)  Louisville,  (10)  Mobile,  (11) 
Mt.  Vernon,  (12)  Natchez,  (13)  New  Orleans,  (14)  Pensacola, 

(15)  Petersburg,    (16)    Sandusky,    (17)    St.   Augustine,    (18)    St. 
Louis,   (19)  Vincennes,   (20)  Watauga,   (21)   Williamsburg,   (22) 
Wilmington,  (23)  Yorktown. 


TEACHER'S  MANUAL  53 

Locate  the  following  forts  and  posts:  (1)  Henry,  (2)  Red- 
stone, (3)  St.  Joseph. 

Locate  the  following  battlefields:  (1)  Camden,  (2)  Charleston, 
(3)  Cowpens,  (4)  Guilford,  (5)  Hobkirk's  Hill,  (6)  King's  Moun- 
tain, (7)  Savannah,  (8)  Yorktown. 

What  was  the  Province  of  Quebec  at  the  beginning  of  the  Revolu- 
tion? What  was  the  Indian  Country?  How  were  the  British  com- 
pelled to  surrender  at  Yorktown?  How  were  the  British  forced  out 
of  the  Carolinas? 


MAP  A9.    RATIFICATION  OF  THE  CONSTITU- 
TION AND  STATE  CLAIMS  (1776-1802) 

PURPOSE  OF  THE  MAP.  This  map  has  a  twofold  purpose.  One 
aim  is  to  show  the  order  in  which  the  various  states  ratified  the  Federal 
Constitution.  The  other  aim  is  to  show  the  territorial  status  of  the 
United  States  after  the  Revolution,  including  the  controversy  over  the 
state  claims  to  the  west. 

COLOR  SCHEME.  In  the  map  dealing  with  the  ratification  of  the 
constitution,  Map  A,  the  first  six  states  ratifying  are  picked  out  in 
brown;  the  next  three,  whose  ratification  put  the  constitution  into  effect 
for  the  six  states  who  had  previously  ratified,  are  colored  green;  the 
important  states,  Virginia  and  New  York,  whose  action  came  after 
the  Union  had  been  assured,  are  classed  together  as  belated  states  and 
are  shown  in  buff;  North  Carolina  and  Rhode  Island,  who  delayed 
their  ratifications  until  late  in  November,  1  789,  more  than  a  year  after 
those  of  Virginia  and  New  York,  are  appropriately  bracketed  together 
as  Post  Constitutional,  and  are  picked  out  in  yellow.  Vermont,  not 
admitted  until  1  79 1 ,  and  not  having  a  place  in  the  original  group,  is 
left  in  white. 

Attention  should  be  directed  to  the  towns  and  cities  shown  on  the 
map,  for  they  are  the  places  in  the  various  states  where  were  held  the 
conventions  to  deliberate  on  the  ratification  of  the  constitution. 

In  Map  B  the  color  is  used  to  bring  out  the  relation  between  the 
areas  claimed  by  the  original  thirteen  states  and  the  areas  finally  re- 
tained by  them.  The  scheme  adopted  to  show  this  relationship  is  to 
use  for  the  two  areas  different  shades  of  the  same  color.  Thus,  for 
example,  the  vast  area  claimed  by  Virginia,  stretching  westward  to  the 
Mississippi  and  northward  to  the  Great  Lakes,  is  shown  by  a  light 
shade  of  purple,  while  a  dark  shade  of  the  same  color  indicates  the 
final  limits  of  the  state's  jurisdiction. 

CRYSTALLIZATION  OF  STATE  AREAS.  The  interesting  feature 
of  this  map  is  its  emphasis  on  the  fluidity  of  the  process  of  state  forma- 

54 


TEACHER'S  MANUAL  55 

tion.  This  is  true  not  only  of  the  original  thirteen,  but  also  of  the 
middle  western  states.  Of  these  six  had  at  the  end  of  the  Revolution 
attained  a  condition  of  equilibrium  and  may  be  called  closed  boundary 
states.  These  were  New  Hampshire,  Rhode  Island,  New  Jersey, 
Delaware,  Pennsylvania  and  Maryland.  The  remaining  seven  were 
still  pressing  claims  to  areas  extending  far  beyond  the  limits  with  which 
we  are  accustomed  to  associate  their  names.  Inasmuch  as  many  of 
these  claims  were  conflicting,  an  obvious  solution  was  to  yield  the  claims 
to  the  new  federal  power  which  was  taking  shape.  In  this  connection 
compare  the  dates  given  on  the  map,  at  which  the  various  states  yielded 
these  claims,  with  the  dates  at  which  the  same  states  ratified  the  con- 
stitution. In  most  cases  the  western  claims  were  yielded  before  that 
particular  state  ratified  the  constitution. 

The  following  details  should  be  noted :  ( 1 )  The  broken  red  line 
in  Georgia  represents  the  Proclamation  Line,  1763.  (2)  The  term 
"Right  of  Soil"  appearing  in  western  New  York  on  Map  B  refers 
to  the  compromise  reached  between  New  York  and  Massachusetts  in 
1  787,  by  which  New  York  persuaded  Massachusetts  to  yield  its  rights 
of  jurisdiction  over  the  area  while  retaining  its  right  of  ownership  of 
the  soil.  (3)  The  Virginia  Military  Bounty  Lands  arose  out  of  Vir- 
ginia's reservation  of  these  lands  in  the  interests  of  her  Revolutionary 
soldiers.  (4)  Clark's  Grant  refers  to  lands  assigned  to  George  Rogers 
Clark  for  his  services  in  the  conquest  of  Illinois. 

THE  INSET  MAP.  This  largely  explains  itself,  but  attention 
should  be  directed  to :  ( 1 )  the  line  surveyed  by  Mason  and  Dixon, 
which  determined  the  boundary  line  between  Pennsylvania  on  one  side 
and  Maryland  and  Virginia  on  the  other,  and  which  came  thru  popular 
usage  to  stand  for  the  dividing  line  between  North  and  South;  (2)  the 
area  known  as  the  "Western  Reserve,"  which  belonged  to  Connecticut 
till  1800;  (3)  the  "Fire  Lands"  added  to  the  Connecticut  area  by  a 
separate  grant  of  Congress;  (4)  the  Pennsylvania  Triangle,  the  three- 
cornered  strip  that  enabled  Pennsylvania  to  reach  Lake  Erie,  title  to 
which  was  bought  by  Pennsylvania  from  the  Federal  Government,  after 
Connecticut,  Virginia  and  New  York  had  yielded  their  claims. 

RELATED  MAPS.  See  Map  A5  for  colonial  territorial  grants; 
Map  A7  for  colonies  in  1  774;  Map  A8  for  states  during  the  Revolu- 


56  AMERICAN  HISTORY  MAPS 

tion;  Map  All  for  states  admitted  to  1819;  Map  A14  for  states 
admitted  to  1850;  Map  A15  for  states  admitted  to  1861  ;  Map  A18 
for  states  admitted  to  1918. 

QUESTIONS 

Why  was  Vermont  not  one  of  the  ratifying  states?  Does  the 
map  show  a  difference  of  sentiment  between  .the  commercial  and  agri- 
cultural parts  of  the  country?  What  was  Mason  and  Dixon's  Line? 
(See  Inset.)  What  was  the  Connecticut  Western  Reserve?  What 
was  the  Pennsylvania  claim  outside  of  its  present  boundary?  (See 
Map  A5-.)  What  was  the  Connecticut  claim  in  northern  Pennsyl- 
vania? (See  Map  A5.)  What  was  the  claim  of  Virginia  in  south- 
west Pennsylvania?  What  was  the  difficulty  over  the  northern  boundary 
of  Maine? 

What  was  the  settlement  of  the  claims  of  Massachusetts :  ( 1 )  to 
the  Far  West,  (2)  against  New  York? 

What  was  the  basis  of  the  Connecticut  claims :  ( 1 )  in  the  West, 
(2)  the  Western  Reserve,  (see  Inset),  (3)  Fire  Lands,  (4)  against 
Pennsylvania? 

What  were  the  claims  of  Virginia :  ( 1  )  in  the  Far  Northwest, 
(2)  against  Massachusetts  and  Connecticut,  (3)  against  New  York, 
(4)  south  of  the  Ohio  River? 

How  did  Virginia  give  up  her  claims :  ( 1 )  north  of  the  Ohio 
River,  (2)  in  Kentucky? 

What  were  the  western  claims  of  North  Carolina?  What  were 
the  South  Carolina  claims  to:  (1)  a  western  strip,  (2)  against 
Georgia? 

What  were  the  claims  of  Georgia :  ( 1 )  west  of  the  Altamaha 
River,  (2)  against  South  Carolina,  (3)  north  of  the  mouth  of  the 
Yazoo  River,  (4)  south  of  the  parallel  of  the  mouth  of  the  Yazoo 
River?  How  were  the  Georgia  claims  settled? 


MAP  A 10.    WESTWARD  MOVEMENT  AND 
WAR  OF  1812 

PURPOSE  OF  THE  MAP.  This  map  aims  to  bring  out  the  rela- 
tionship between  the  physical  background  and  the  early  settlements  in 
America,  particularly  westward  beyond  the  Appalachians  in  the  basins 
of  the  Ohio  and  Tennessee.  The  map  shows  also  the  development 
of  the  road  system  which  served  this  westward  movement.  Two  stages 
are  noted  in  this  movement:  one  from  the  defeat  of  the  French  in  1  763, 
to  the  Louisiana  Purchase  in  1803;  and  a  second  from  the  Louisiana 
Purchase  to  1 829. 

COLOR  SCHEME.  The  color  brings  out  elevation  above  sea 
level;  e.  g.,  dark  green  denotes  all  land  whose  surface  does  not  rise 
above  five  hundred  feet.  A  careful  study  should  be  made  of  the  key 
to  the  colors  in  the  legend.  Proper  reading  of  the  map  brings  out  the 
highlands  and  the  lowlands,  and  the  pathways  cut  out  by  the  rivers, 
thru  mountain  ridges  and  plateaus.  The  whole  country  thus  becomes 
like  an  open  book,  whose  contents  we  can  read  and  understand  at  will. 

ROADS.  In  dealing  with  this  subject,  if  we  are  to  get  the  most 
out  of  it,  we  must  have  thoroly  in  mind  the  material  presented  in  Map 
A 7,  which  shows  not  only  the  lines  of  communication  used  by  the 
Indians  and  marked  by  their  trails,  but  the  beginnings  of  the  white 
man's  road  system  and  its  tendency  to  follow  the  paths  already  blazed 
out  by  the  natives.  The  present  map  takes  up  this  story  of  road 
development  and  carries  it  forward  thru  a  period  of  fifty  years,  from 
just  before  the  Revolution  to  1 829. 

On  Map  A  should  be  noted  three  developments  of  especial  im- 
portance :  ( 1 )  Continuous  road  connection  between  the  extreme  north- 
ern and  southern  settlements,  following  the  lowlands  all  the  way,  whereas 
earlier  the  traveler  from  Philadelphia  southward  entered  a  road  that 
led  up  into  the  mountains  and  along  the  Piedmont  for  a  considerable 
distance.  This  coast  road,  thru  almost  its  entire  length  from  Boston 
to  Savannah,  crosses  the  rivers  at  the  points  where  rapids  or  falls 

57 


58  AMERICAN  HISTORY  MAPS 

mark  the  limit  of  navigation  for  boats  coming  up  from  the  sea.  The 
line  formed  by  connecting  these  points  on  the  rivers  is  called  the  "Fall 
Line,"  which  appears  on  the  map,  and  is  of  great  significance,  for 
along  it  important  cities  sprang  up,  and  these  in  turn  helped  to  determine 
the  course  of  the  great  roads.  (2)  Along  the  line  of  the  Indian  Trail 
running  thru  the  "Great  Valley"  and  the  Cumberland  Gap  now  appears 
the  Wilderness  Road.  (3)  The  place  of  the  Kittanning  Trail  is  now 
taken  by  a  main  road  leading  thru  the  -Appalachians  to  Pittsburgh. 
Attention  should  be  paid  to  the  development  of  local  road  systems  in 
New  England,  in  the  middle  Atlantic  States  and  the  South. 

On  Map  B  it  is  interesting  to  note :  ( 1 )  the  extension  of  the 
Fall  Line  road  from  Augusta  to  Montgomery  on  the  Alabama;  (2) 
the  increase  in  the  main  roads  leading  from  the  east,  westward;  (3)  the 
network  of  roads  in  the  Ohio  and  Tennessee  basins,  and  in  particular 
the  great  road  roughly  paralleling  the  Ohio  from  Wheeling  thru  Zanes- 
ville  and  Cincinnati  to  St.  Louis;  (4)  the  absence  of  roads  from  Lake 
Michigan  south  and  west;  (5)  the  broken  parallel  lines  from  Zanesville 
to  Vandalia,  which  represent  the  extension  of  the  Cumberland  Road, 
which  is  later  referred  to  as  the  National  Road. 

CENTER  OF  POPULATION.  The  developing  network  of  trunk 
roads  and  local  systems  was  constructed  in  response  to  an  imperative 
and  ever-increasing  demand  for  transportation,  from  the  multitude  of 
pioneers  and  settlers  who  were  eager  to  reach  this  country,  and  to  provide 
for  the  increasing  commercial  needs  of  the  growing  population.  An 
index  and  epitome  of  this  whole  movement  can  be  found  in  the  gradual 
shifting  of  the  center  of  population,  which  is  supposed  to  be  the  balancing 
point  upon  which  a  board  would  rest  if  loaded  proportionately  to  the 
distribution  of  population.  In  response  to  the  great  westward  move- 
ment, the  center  of  population  moves  steadily  westward  (Map  B)  with 
very  little  variation  north  or  south,  showing  about  equal  division  of  the 
emigrants  into  the  two  sections.  At  the  end  of  the  period  shown  by 
the  map,  the  center  of  population  was  resting  on  the  western  edge  of 
the  Appalachians. 

TERRITORIAL  DEVELOPMENT.  This  map  suggests  much  of  the 
territorial  development  that  took  place  during  the  period.  In  the 
northwest,  for  example,  a  red  boundary  line  defines  the  Territory 


TEACHER'S  MANUAL  59 

Northwest  of  the  River  Ohio,  created  by  Congress  in  1  787  after  the 
conflicting  state  claims  (see  Map  A9)  had  been  given  up.  Note  the 
splitting  up  of  this  area  into  the  states  of:  (1  )  Ohio,  admitted  1803; 
(2)  Indiana,  1816;  (3)  Illinois,  1818;  (4)  Michigan  Territory. 
South  of  the  Ohio  appears  a  like  subdivision  of  southern  territory: 
(1)  State  of  Kentucky,  1792;  (2)  State  of  Tennessee,  1796;  (3) 
Mississippi  Territory,  1798;  State  of  Mississippi,  1817;  (4)  Alabama 
Territory,  1817;  State  of  Alabama,  1819.  (See  Maps  All  and 
A 13.)  The  Territory  South  of  the  River  Ohio,  created  by  Congress 
in  1  790,  soon  became  the  State  of  Tennessee. 

MILITARY  AND  NAVAL  MOVEMENTS  OF  THE  WAR  OF  1812. 
The  following  military  movements  are  indicated :  ( 1  )  lines  of  march 
to  the  Canadian  frontier;  (2)  Harrison's  route  to  Detroit  and  the 
Thames;  (3)  British  route  for  attack  on  Washington  and  Baltimore; 
(4)  Jackson's  march  to  the  Gulf;  (5)  British  sea  and  land  routes  to 
New  Orleans  and  Mobile;  (6)  battlefields  and  forts. 

The  naval  engagements  are  represented  on  the  Inset  Map.  The 
vessels  engaged  with  place  and  date  of  engagement  are  as  follows  (the 
names  in  italics  are  those  of  victorious  vessels  or  squadrons)  : 

AMERICAN  BRITISH  PLACE  DATE 

1.  Nautilus Squadron   Off  Barnegat July   16,   1812 

2.  Essex Alert    Atlantic  Ocean Aug.  13,  1812 

3.  (1)   Constitution  .  .  Guerriere 41°  30'  N.-55°  W..  .  .  Aug.  19,  1812 

4.  (2)  Wasp Frolic 37°  N.-650  W Oct.  18,  1812 

5.  Wasp Poictiers 37°  N.-650  W Oct.  18,  1812 

6.  (3)    United  States.  Macedonian 29°  N.-29°  30'  W..  .  .  Oct.  25,  1812 

7.  Vixien Southampton West  Indies Nov.  22,  1812 

8.  (4)   Constitution  .  .  Java 13°  6'  S.-38°  W Dec.  29,  1812 

9.  Viper Narcissus N.  P Jan.   17,   1813 

10.  (5)   Hornet    Peacock Off  Demerara Feb.  24,  1813 

11.  (6)  Chesapeake  .  .  Shannon Off  Boston June    1,    1813 

12.  (7)  Argus Pelican 52°   15'  N.-5°  50'  W.  Aug.  14,  1813 

13.  (8)  Enterprise   .  . .  Boxer Off    Portland Sept.   5,    1813 

14.  President  ....  Highflyer Off   Nantucket Sept.  23,  1813 

1  5.  Constitution  .  .  Pictou    Off  Barbadoes Feb.  15,  1814 

16.  (9)    Essex Squadron   Valparaiso Mar.  28,  1814 

17.  Frolic Squadron   24°  12'  N.-81  °  25'  W.  Apr.  20,  1814 

18.  (10)  Peacock    ....  Epervier    Cape  Canaveral,  Fla. .  Apr.  29,  1814 

19.  Rattlesnake   .  .  Leander 40°  N.-330  W June  22,  1814 

20.  (11)    Wasp Reindeer   48°  36'  N.-1 1  °  15'  W.  June  28,  1914 

21 .  Syren Medvay    West  coast  of  Africa 

prob.  off  the  Kongo.  July  12.  1814 


60  AMERICAN  HISTORY  MAPS 

AMERICAN  BRITISH  PLACE  DATE 

22.  (12)  Wasp Avon   47"  30'N.-12°  W....  Sept.  1,  1814 

23.  (15)   President   ....  Squadron S.  E.  of  Sandy  Hook 

15  leagues Jan.   15,   1815 

24.  (16)   Constitution  .  .Levant  and  Cyane.  E.  N.  E.  of  Madeira 

40  leagues Feb.  20,  1815 

25.  (17)  Hornet Penguin Tristan  d'Acunha Mar.  23,  1815 

26.  (18)  Peacock Nautilus Straits  of   Sunda June  30,  1815 

The  numbers  within  the  parentheses  represent  engagements  as 
shown  on  the  first  edition  of  the  maps,  while  the  numbers  in  the  first 
column  represent  engagements  as  shown  on  the  second  and  subsequent 
editions. 

RELATED  MAPS.  See  Map  A7  for  colonial  means  of  com- 
munication; Map  A8  for  the  West  during  the  Revolutionary  War; 
Map  A9  for  state  claims  and  adjustments  in  the  West;  Map  All 
for  Louisiana  added  to  the  West;  Map  A12  for  other  western  addi- 
tions to  territory;  Map  A13  for  land  and  water  routes,  1829-1860. 

.QUESTIONS 

Locate  the  following  early  western  places :  ( 1 )  Boonesboro, 
(2)  Chillicothe,  (3)  Cleveland,  (4)  Gallipoli,  (5)  Jonesboro,  (6) 
Knoxville,  (7)  Lexington,  (8)  Louisville,  (9)  Marietta,  (10)  Mor- 
gantown,  (11)  Pittsburgh,  (12)  Wheeling,  (13)  Zanesville. 

Locate  the  following  highways:  (1)  Cumberland  Road,  (2) 
Wilderness  Road. 

Locate  the  following  eastern  and  southeastern  places :  ( 1 )  Cum- 
berland, (2)  Fredericksburg,  (3)  Hartford,  (4)  Lancaster,  (5) 
Montpelier,  (6)  Salisbury,  (7)  Schenectady,  (8)  Washington,  (9) 
York. 

Locate  the  principal  rivers  thru  the  valleys  of  which  roads  ran 
to  the  west.  Why  did  the  roads  to  the  west  avoid  central  Pennsyl- 
vania and  western  Virginia? 

Locate  the  following  western  places:  (1)  Buffalo,  (2)  Cin- 
cinnati, (3)  Columbus,  (4)  Dayton,  (5)  Dunkirk,  (6)  Erie,  (7) 
Frankfort,  (8)  Huntsville,  (9)  Indianapolis,  (10)  Kingston,  (Can- 
ada), (11)  Little  Rock,  (12)  Memphis,  (13)  Montgomery,  (14) 


TEACHER'S  MANUAL  61 

Nashville,  (15)  Natchez,  (16)  New  Orleans,  (17)  Pensacola, 
(18)  St.  Louis,  (19)  Sandusky,  (20)  Terre  Haute,  (21)  Tus- 
caloosa,  (22)  Vandalia,  (23)  Vincennes,  (24)  Wheeling. 

Locate  the  following  western  forts:  (1)  Bowyer,  (2)  Defiance, 
(3)  Dearborn,  (4)  Erie,  (5)  Jackson,  (6)  Maiden,  (7)  Meigs, 

(8)  Michilimackinac,   (9)   Niagara,   (10)   Recovery,   (11)  Stephen- 
son,   (12)  Wayne. 

Locate  the  following  Indian  battlefields :  ( 1  )  Fallen  Timbers, 
(2)  Horseshoe  Bend,  (3)  Tippecanoe. 

Locate  the  following  battlefields  of  the  War  of  1812:  (1) 
Baltimore,  (2)  Bladensburg,  (3)  Chatauguay,  (4)  Chippewa,  (5) 
Chrystler's  Farm,  (6)  Detroit,  (7)  Fort  Niagara,  (8)  Lundy's  Lane, 

(9)  New  London,  (10)  New  Orleans,  (11)  Raisin,  (12)  Thames, 
(13)   York. 

Locate  the  following  naval  engagements  in  the  War  of  1812: 
(1)  Oswego,  (2)  Plattsburg,  (3)  Put  in  Bay,  (4)  Sacketts  Harbor. 
Locate  the  following  sea  engagements:  (1)  Constitution-Java,  (2) 
Constitution-Guerriere,  (3)  Chesapeake-Shannon. 

Locate  the  following  lines  of  march  and  campaign :  ( 1 )  Jack- 
son's, (2)  Harrison's,  (3)  Wilkinson's.  How  were  the  British  able 
to  penetrate  to  Washington  and  to  Baltimore  harbor?  Why  could 
not  the  Americans  penetrate  the  Canadian  frontier? 


MAP  All.    LOUISIANA  PURCHASE,  1803-1819 

PURPOSE  OF  THE  MAP.  The  chief  aim  of  this  map  is  to  illus- 
trate the  territorial  expansion  of  the  United  States  west  of  the  Mississippi, 
especially  as  related  to  the  complications  arising  out  of  the  Louisiana 
Purchase  and  the  controversies  connected  with  the  Oregon  country. 
At  the  same  time  the  process  of  state-making  east  of  the  Mississippi, 
touched  on  in  the  two  preceding  maps  (A9  and  A 10),  is  clearly 
brought  out  and  summarized. 

COLOR  SCHEME.  The  brown  denotes  the  states  and  territories 
east  of  the  Mississippi  which  were  not  involved  in  the  controversies 
growing  out  of  the  Louisiana  Purchase.  The  green  denotes  the  area  of 
Louisiana;  the  yellow  denotes  the  possessions  of  Spain  apart  from 
Louisiana,  while  the  pm£  denotes  the  British  possessions.  The  area 
barred  with  pm£,  green  and  yellow  is  the  Oregon  country,  to  which  the 
British,  the  people  of  the  United  States,  and  the  Spanish  each  laid  claim. 
The  yellow  and  green  stripes  over  the  area  along  the  Gulf  Coast  in- 
dicate that  it  was  claimed  by  both  the  United  States  and  Spain. 

CONTROVERSIES  OVER  LOUISIANA  TERRITORY.  In  dealing 
with  this  subject  one  should  have  clearly  in  mind  the  geographical  data 
bearing  on  the  early  French  explorations  and  claims  to  which  the 
Louisiana  Territory  owes  its  origin,  data  referred  to  below  in  the 
subject  of  "Related  Maps."  The  "Louisiana"  of  the  present  map 
represents  only  the  western  half  of  the  French  territory  known  as 
"Louisiana,"  since  the  eastern  half  was  lost  in  1  763  to  the  British 
and  after  the  Revolution  passed  to  the  United  States. 

At  the  time  when  this  western  half  of  the  Louisiana  Territory 
passed  from  the  French  to  the  Spanish  (1763),  no  agreement  as  to 
the  precise  location  of  the  western  boundary  of  Louisiana  had  ever 
been  reached.  When  the  territory  passed  via  Napoleon  to  the  United 
States,  this  undefined  western  boundary  at  once  became  a  matter  of 
dispute  between  the  United  States  and  Spain.  The  thin  red  line  follow- 
ing the  divide  between  the  drainage  basin  of  the  Mississippi  and  the 

62 


TEACHER'S  MANUAL  63 

rivers  to  the  south  and  west  denotes  the  watershed  of  the  tributaries 
of  the  Mississippi,  which  was  the  natural  and  presumable  western 
limit  of  the  United  States  on  the  southwest  and  west.  The  heavy 
red  line  labeled  the  "Spanish  Treaty  Line,  1819"  shows  how  this 
controversy  was  ultimately  settled  by  treaty. 

Farther  west  the  United  States  was  already  laying  claim  to  the 
basin  of  the  Columbia,  on  the  basis  of  Gray's  discovery  in  1  792,  and 
on  the  explorations  of  Lewis  and  Clark,  1 804- 1 806.  The  claims 
of  Spain  to  this  territory  are  indicated  on  the  map,  and  the  abandon- 
ment of  these  claims,  by  the  "Spanish  Treaty  Line  of  1819." 

The  question  of  the  northern  boundary  of  the  Louisiana  Territory 
involved  the  United  States  in  a  controversy  with  the  British,  which  was 
settled  by  the  "British  Treaty  Line  of  1818." 

INTERNAL  ORGANIZATION  OF  LOUISIANA  TO  1819.  The  map 
illustrates  the  progress  of  subdivision  of  the  annexed  region,  as  follows: 
(1)  erection  of  Louisiana  into  (a)  District  of  Louisiana  (1804), 
(b)  Territory  of  Orleans  (1804);  (2)  occupation  of  part  of  West 
Florida  (1810)  ;  (3)  setting  off  of  the  Territory  of  Missouri  (1812)  ; 
(4)  admission  to  the  Union  of  the  State  of  Louisiana  (1812);  (5) 
occupation  of  the  remainder  of  West  Florida  (1813);  (6)  setting 
off  of  the  Territory  of  Arkansas  (1819). 

THE  OREGON  COUNTRY.  Some  previous  light  as  to  the  basis 
of  the  original  Spanish  claim  is  afforded  by  Maps  A2  and  A6.  Drake's 
voyage  (1577-80),  the  earliest  basis  for  the  British  claims,  is  shown 
on  Map  A2.  The  significant  basis  is  the  occupation  of  posts  of  Oregon 
by  the  Hudson's  Bay  Company,  beginning  in  1806-07.  The  present 
map  indicates  the  agreement  of  1818  between  the  United  States 
and  Great  Britain,  providing  for  temporary  joint  occupation  of  this 
region  by  citizens  of  both  countries. 

The  map  further  deals  with  the  northeastern  boundary  line  between 
the  United  States  and  the  British  possessions.  The  Massachusetts 
claim  (as  owner  of  the  then  District  of  Maine)  and  the  British  colony 
of  New  Brunswick  were  still  in  dispute  on  this  question. 

RELATED  MAPS.  See  Map  A4  for  internal  rivalries  for  the 
West;  Map  A6  for  rival  international  claims  to  the  West;  Map  A10A 
for  western  movement  to  1803;  Map  A3  for  first  explorations  of  the 


64  AMERICAN  HISTORY  MAPS 

coast  along  the  mouth  of  the  Mississippi;  Map  A4B  for  first  internal 
explorations  on  the  Mississippi  Valley;  Map  A5B  for  English  grants 
across  the  Mississippi  Valley;  Map  A6  for  French  settlement  of 
Louisiana,  and  for  division  of  Louisiana  between  Spain  and  Great 
Britain  in  1  763 ;  Map  A6  Inset  for  Texan  boundary  of  Louisiana ; 
Map  A7  for  topography  of  the  central  Mississippi  Valley;  Map 
A8  for  boundary  of  English  West  Florida  colony;  Maps  A8  and 
A9  for  expansion  of  the  United  States  to  the  Mississippi;  Map  A10 
for  roads  into  the  Mississippi  Valley;  Map  A12  for  relation  to  other 
territorial  acquisitions;  Map  A13  for  relation  to  the  development  of 
transportation;  Map  A14  for  relation  to  Oregon  and  New  Mexico. 

QUESTIONS 

Enumerate  the  new  states  in  the  order  of  their  admission,  1  79 1  to 
1819.  What  evidence  does  the  map  give  of  the  admission  of  northern 
and  southern  states  in  pairs? 

Why  was  it  desirable  for  the  United  States  to  obtain  the  Floridas  ? 
What  was  the  controversy  over  the  northern  boundary  of  Maine?  What 
was  the  Island  of  Orleans?  What  was  the  controversy  over  the 
Texan  boundary  of  Louisiana?  What  was  the  controversy  over  West 
Florida  (see  Inset)?  Why  was  the  treaty  line  of  1819  adopted  in- 
stead of  the  natural  boundary? 

Trace  the  following  lines  of  exploration :  ( 1 )  Lewis  and  Clark 
(1804-05);  (2)  Pike's  expedition  to  the  source  of  the  Mississippi 
(1805-06);  (3)  Lewis  and  Clark's  return  journey  (1806);  (4) 
Pike's  expedition  to  Colorado  (1806-07).  What  was  the  claim  of 
the  United  States  to  Oregon  previous  to  1 805  ?  What  were  the  claims 
of  the  United  States  to  Oregon,  1806-1818? 

What  were  the  bounds  of:  (1)  Louisiana,  (2)  Territory  of 
Louisiana,  (3)  Territory  of  Orleans,  (4)  Territory  of  Missouri,  (5) 
Arkansas  Territory? 

Locate  the  following  far  western  places:  (1)  Adaes,  (2)  Al- 
buquerque, (3)  Arkansas  Post,  (4)  Cape  Girardeau,  (5)  Chouteau's 
Post,  (6)  Monterey,  (7)  Nacogdoches,  (8)  Natchitoches,  (9)  New 
Madrid,  (10)  St.  Charles,  (11)  Ste.  Genevieve,  (12)  San  Diego, 


TEACHER'S  MANUAL  65 

(13)   San  Francisco,    (14)    Santa   Barbara,    (15)    Santa  Fe,    (16) 
Taos. 

Locate  the  following  forts  and  posts:  (1)  Armstrong,  (2)  At- 
kinson, (3)  Clatsop,  (4)  Crawford,  (5)  Liza,  (6)  Mandan,  (7) 
Osage,  (8)  Smith,  (9)  Snelling. 


MAP  A 12.    TERRITORIAL  ACQUISITIONS, 
1776-1866 

PURPOSE  OF  THE  MAP.  The  purpose  of  this  map  is  to  show 
in  great  blocks  the  territorial  expansion  of  the  United  States,  from 
the  recognition  of  their  independence  by  Great  Britain  in  1  783  to  the 
rounding  out  of  the  Southwest  thru  the  Gadsden  Purchase  of  1853. 

COLOR  SCHEME.  This  block-like  growth  by  which  the  main 
body  of  the  United  States  acquires  its  historic  size  and  shape  is  effec- 
tively brought  home  by  the  use  of:  (1 )  darfy  brown  to  show  the  area 
of  the  original  Thirteen  States  at  the  close  of  the  Revolution;  (2)  light 
brown  to  indicate  the  area  acknowledged  by  Great  Britain  ( 1  783)  ; 
(3)  green  for  the  Louisiana  Purchase  (1803);  (4)  buff  for  the 
Florida  Purchase  (1819)  and  Texas  (1845-48);  (5)  pink  for  the 
Oregon  country  (1846);  (6)  yellow  for  the  Mexican  Cession  at 
the  close  of  the  Mexican  War  (1848)  ;  (7)  purple  for  the  Gadsden 
Purchase  (1853). 

THE  ORIGINAL  THIRTEEN  STATES.  The  origin  and  develop- 
ment of  this  area  has  been  traced  in  the  preceding  maps  (A4,  A5  and 
A7B).  The  only  changes  in  state  boundaries  are  those  noted  in  A9B 
by  the  state  cessions,  and  in  the  boundary  as  claimed  by  Maine,  agreed 
to  in  1842  (Map  A7). 

WEST  TO  THE  MISSISSIPPI.  The  story  of  the  acquisition  and 
development  of  this  interior  western  area  has  been  illustrated  by  preced- 
ing maps.  Notice,  however,  the  portion  of  this  area  claimed  by  Spain 
between  1  783  and  1  795  in  connection  with  the  transfer  of  Florida  by 
Great  Britain  in  1  783. 

THE  FLORIDA  PURCHASE.  Originally  in  the  hands  of  the 
Spanish  as  the  result  of  the  expedition  of  Ponce  de  Leon  (1513,  see 
Map  A3),  this  territory  passed  to  the  English  in  1763,  back  to  the 
Spanish  in  1  783,  and  finally  by  purchase  into  the  hands  of  the  United 
States  in  1819.  The  controversy  as  to  West  Florida  is  set  forth  on 
Map  A1 1  Inset. 


TEACHER'S  MANUAL  67 

REPUBLIC  OF  TEXAS.  The  early  Spanish  explorations  and 
La  Salle's  attempted  French  colony  are  illustrated  by  Maps  A2,  A3 
and  A6.  Attention  should  here  be  directed  to  :  ( 1 )  The  line  denot- 
ing the  western  boundary  of  Texas  when  a  part  of  Mexico;  (2)  the 
line  labeled  the  "Natural  Boundary  of  Texas"  following  for  the  most 
part  the  height  of  land  forming  the  northeastern  rim  of  the  Rio  Grande 
basin;  (3)  the  two  additional  areas  claimed  by  Texas  from  1836  to 
1850;  (4)  the  area  ceded  by  Mexico  in  1848  (indicated  by  light 
buff).  For  the  final  shape  assumed  by  Texas  after  the  Compromise 
of  1850,  see  Map  A 14. 

GADSDEN  PURCHASE.  This  strip  purchased  from  Mexico 
(1853)  was  desired  by  the  United  States  in  order  to  open  a  convenient 
route  for  a  railroad  to  California. 

THE  OREGON  COUNTRY.  The  conflicting  claims  to  this  area 
are  illustrated  on  the  preceding  map  (A1  1 ).  The  present  map  shows 
the  shape  taken  by  the  region  under  the  agreement  with  Great  Britain 
(1846)  by  which  the  United  States  gained  full  title  to  all  south  of 
49°.  The  only  remaining  controversy  was  the  San  Juan  water  bound- 
ary, which  was  not  settled  finally  till  1872. 

RELATED  MAPS.  See  Map  A5  for  English  colonial  territorial 
grants;  Map  A6  for  partition  of  North  America  among  European 
powers;  Map  A7  for  the  colonies  in  1774;  Map  A8B  for  western 
country  during  the  Revolution;  Map  All  for  Louisiana  Purchase; 
Map  A14  for  territorial  effect  of  the  Mexican  War,  and  for  effect  of 
slavery  on  Texas,  New  Mexico  and  California;  Map  A15  for  sections 
of  the  Union  in  the  Civil  War;  Map  A18  for  western  statehood;  Map 
A23  for  annexations  and  protectorates  in  the  Caribbean  Region;  Map 
A24  for  Greater  United  States,  including  all  annexations. 

QUESTIONS 

How  was  the  area  of  the  original  United  States  bounded?  How 
did  the  United  States  secure  the  following  western  territory :  ( 1 )  be- 
tween the  Ohio  River  and  the  Lakes,  (2)  between  the  upper  Mississippi 
and  the  Lakes,  (3)  south  of  the  Ohio  River,  (4)  from  the  parallel 
of  the  mouth  of  the  Yazoo  to  the  31st  parallel? 


68  AMERICAN  HISTORY  MAPS 

What  were  the  principal  controversies  over  the  boundaries  of  the 
Louisiana  Purchase  (see  Map  All)?  What  was  the  controversy  over 
West  Florida  (see  Map  All)? 

What  were  the  United  States  claims  to  Oregon:  ( 1 )  from  1  792 
to  1806,  (2)  from  1807  to  1819,  (3)  from  1819  to  1846?  How 
did  the  United  States  secure  East  Florida? 

What  were  the  boundaries  of  Texas :     ( 1 )  as  a  Spanish  province, 

(2)  natural  boundaries,    (3)   as  claimed  by  Texas  in   1836,   (4)   as 
adjusted  with  the  United  States  in  1850? 

What  was  added  to  the  United  States  by  the  Mexican  cession 
of  1848:  (1)  in  the  area  claimed  by  Texas,  (2)  in  New  Mexico, 

(3)  in  California? 

Why  was  the  Gadsden  Purchase  added  to  the  United  States? 


MAP  A 13.    LAND  AND  WATER  ROUTES, 
1829-1860 

PURPOSE  OF  THE  MAP.  The  map  seeks:  (1)  to  provide 
material  for  a  study  of  the  physical  background  of  the  history  of  the 
whole  United  States;  (2)  to  show  another  stage  in  the  development 
of  lines  of  transportation,  thus  continuing  the  subject  begun  and  carried 
on  in  Maps  A 7  and  A10;  (3)  to  show  how  far  canal  and  railroad 
building  had  proceeded  just  before  the  Civil  War;  (4)  to  illustrate  the 
work  of  explorers  who  opened  up  ways  to  the  Pacific  Slope;  (5)  to 
indicate  the  chief  trails  that  were  developed  in  connection  with  the 
opening  up  of  the  Pacific  Slope,  on  routes  later  followed  by  the  great 
trunk  lines  of  the  transcontinental  railroads. 

COLOR  SCHEME.  This  is  fully  explained  in  the  legend  on  the 
map  and  is  much  the  same  as  that  used  on  Map  A 10.  It  brings  out 
clearly  the  lowlands  of  the  coastal  plain  and  river  valleys.  It  emphasizes 
the  contrast  between  the  low  levels  of  the  Middle  West  and  the  high 
levels  and  mountainous  plateaus  of  the  Far  West,  as  well  as  the  sharp 
descent  from  the  Rocky  Mountain  Plateau  to  the  low  levels  of  the 
Pacific  Slope. 

RAILROADS  TO  1 860.  One  of  the  most  striking  things  about  this 
railroad  development  is  its  reflection  of  the  demand  for  east  and  west 
transportation,  caused  by  the  emigration  movement.  The  map  also 
shows  the  striking  advantage  in  the  matter  of  transportation  facilities 
in  the  Civil  War  possessed  by  the  North  over  the  South.  At  the  same 
time  the  deficiency  of  direct  rail  communication  between  North  and 
South,  as  revealed  on  the  map,  suggests  a  lack  of  intercourse  which 
was  one  cause  of  misunderstanding  between  the  two  sections.  Notice 
the  closeness  with  which  most  of  the  new  railroads  follow  the  lines  of 
the  old  roads  and  trails  (Maps  A7  and  A 10).  They  thus  testify 
again  to  the  fundamental  influence  of  topography  in  fixing  the  lines 
of  communication,  which  in  turn  influence  the  establishment  of  cities 
and  towns  as  centers  of  commercial,  industrial  and  intellectual  develop- 
ment. 

69 


70  AMERICAN  HISTORY  MAPS 

Worthy  of  especial  attention  are :  ( 1 )  the  Canadian  Grand 
Trunk  Line  from  Portland  thru  Montreal  to  Chicago;  (2)  several  areas 
of  intensive  development  (a)  in  New  England,  (b)  between  New  York 
and  Harrisburg,  (c)  between  Pittsburgh  and  Indianapolis,  (d)  in 
the  Chicago  region;  (3)  the  trunk  railroad  line  from  Washington  to 
Memphis,  thru  the  "Great  Valley"  via  Knoxville  and  Chattanooga; 

(4)  the  absence  of  any  direct  railroad  connection  along  the  coastal 
plain  between  Washington  and  Wilmington,  Charleston  and  Savannah; 

(5)  the  trunk  line  from  Chicago  to  New  Orleans;   (6)  the  fact  that 
the  railroads  were  already  beginning  to  reach  out  beyond  the  Mississippi, 
St.  Joseph  on  the  Missouri  being  the  farthest  western  point  reached  down 
to   1860;    (7)   the  short  road  near  Sacramento,  California,  indicating 
the  beginning  of  railroad  building  from  the  Pacific  eastward. 

WATERWAYS.  Of  great  importance  for  communication  between 
different  parts  of  the  country  were:  ( 1 )  the  sea  route  from  the  Atlantic 
coast,  "round  the  Horn"  to  the  Pacific  coast  (see  Map  A24)  ;  (2) 
coasting  trade  on  the  three  sea  coasts  (a)  eastern  New  England,  (b) 
Long  Island  Sound,  (c)  southern  tide  rivers  and  sounds,  (d)  open  sea ; 
(3)  traffic  on  the  Great  Lakes,  in  connection  with  the  Erie  Canal;  (4) 
main  canal  lines:  (a)  Erie  Canal  and  branches,  (b)  Champlain 
Canal,  (c)  Delaware  and  Hudson,  (d)  New  Jersey,  (e)  main  Pennsyl- 
vania system,  (f)  Potomac  Canal,  (g)  James  River  Canal,  (h)  Erie 
and  Pittsburgh  Canal,  (i)  Ohio  Canal  and  branches,  (j)  Miami  and 
Erie  Canal,  (k)  Wabash  and  Erie  Canal,  (1)  Chicago  and  Illinois 
River  Canal,  (m)  canals  around  river  falls,  e.  g.,  at  Louisville. 

WESTERN  TRAILS.  Attention  should  be  given  to  the  work  of 
far  western  explorers  as  represented  on  the  map  as  follows :  ( 1 )  earliest 
routes  of  Pike  and  Lewis  and  Clark  (Map  All);  (2)  Jedediah 
Smith;  (3)  Bonneville;  (4)  Walker;  (5)  Fremont. 

Some  of  the  interesting  features  of  the  great  western  trails  are: 
(1)  their  points  of  departure  on  the  Missouri;  (2)  the  valley  of 
the  North  Platte  leading  to  the  South  Pass;  (3)  the  Santa  Fe  Trail,  oc- 
cupying a  different  mountain  crossing;  (4)  the  fan-like  manner  in  which, 
after  leaving  the  South  Pass,  the  trails  branch  out  northwest,  west  and 
southwest. 

For  convenience  the  dates  at  which  these  trails  came  into  fairly 


TEACHER'S  MANUAL  71 

common  use  are  here  given :  ( 1  )  Jedediah  Smith's  routes  to  and  from 
California  (1826-27);  (2)  Jedediah  Smith's  Oregon  route  (1828- 
29)  ;  (3)  Santa  Fe  Trail  (1830)  ;  (4)  Oregon  Trail  (1832) ;  (5) 
Bonneville's  Trail  on  the  Platte  (1832)  ;  (6)  Bonneville's  far  western 
trail  (1833-34);  (7)  Walker's  route  (1833-34);  (8)  Fremont's 
second  expedition  (1843-44);  (9)  Mormon  Trail  (1846);  (10) 
California  Trail  (1849)  ;  (1  1  )  Pony  Express  Trail  (1857). 

RELATED  MAPS.  See  Map  A7  for  colonial  land  and  water 
routes;  Map  A10  for  routes  of  westward  movements;  Map  A1  1  for 
Louisiana  Purchase  before  the 'opening  up  of  the  West,  and  for  early 
routes  of  Pike  and  Lewis  and  Clark;  Map  A14  for  routes  of  the 
Mexican  War;  Map  A16  for  routes  of  the  Civil  War;  Map  A18 
for  land  grants  to  railroads;  Map  A19  for  lines  of  transportation  in 
1918;  Map  A24  for  transportation  of  the  greater  United  States. 


QUESTIONS 

What  does  the  map  show  with  reference  to  the  elevation  of  land 
in  the  United  States?  What  were  the  main  natural  obstacles  to  trans- 
portation? In  what  parts  of  the  country  were  the  natural  facilities 
for  water  transportation  greatest?  Why  has  water  transportation  been 
so  scanty  west  of  the  Missouri,  Arkansas  and  Red  rivers?  How  far 
have  the  Appalachian  Mountains  been  a  barrier  to  lines  of  transpor- 
tation ? 

Locate  the  following  important  places  on  the  map :  ( 1 )  Astoria ; 
(2)  Fort  Vancouver ;  (3)  Independence;  (4)  Omaha;  (5)  Santa  Fe; 
(6)  South  Pass. 

Trace  the  following  far  western  explorations:  (1)  Smith;  (2) 
Bonneville;  (3)  Fremont;  (4)  Walker. 

How  was  the  Oregon  Trail  developed?  Why  did  the  Southwest 
remain  so  long  unexplored  by  America? 

Trace  the  main  lines  of  rail  transportation  on  the  coast  to  the 
Mississippi  River.  Why  are  there  so  few  north  and  south  railroads? 
Explain  the  areas  destitute  of  railroads  in  various  sections  from  Maine 
to  Mississippi  and  Wisconsin. 


MAP  A 14.    MEXICAN  WAR  AND 
COMPROMISE  OF  1850 

PURPOSE  OF  THE  MAP.  This  map  is  designed  to  illustrate 
the  continued  territorial  development  of  the  country  from  1820  to  1850, 
and  to  bring  out  the  subdivision  of  the  Union  into  free  and  slave  areas, 
especially  after  the  adjustment  of  the  slavery  issue  by  the  Compromise 
of  1850.  The  existence  and  nature  of  the  trade  in  slaves  is  suggested 
thru  the  routes  by  which  slaves  were  sent  south,  while  the  fugitive  slave 
routes  explain  how  so  many  slaves  escaped  to  freedom.  In  addition, 
the  map  sets  forth  the  military  and  naval  movements  of  the  Mexican 
War. 

COLOR  SCHEME.  This  is  entirely  devoted  to  bringing  out  the 
distinction  between  the  free  areas  and  the  slave  areas.  Thus  the  deep 
purple  tint  of  the  free  states  stands  out,  while  the  buff  distinguishes  the 
slave  states.  The  deep  pint?  marks  out  the  territories  reserved  as  free 
by  the  Missouri  Compromise,  an  act  which  applied  to  what  was  then 
left  of  the  Louisiana  Territory  in  1 820.  The  light  pink  rnarks  the 
Oregon  country,  erected  as  a  free  territory  in  1 848.  The  same  color 
of  free  territory  is  applied  to  three  other  small  areas :  ( 1 )  the  upper 
North  Platte;  (2)  south  of  the  upper  Arkansas;  (3)  between  the 
Arkansas  and  the  present  northern  boundary  of  Texas.  These  areas 
had  been  reserved  as  free  by  a  clause  of  the  Texas  Act  of  1845, 
which  applied  to  all  territory  claimed  by  Texas  lying  north  of  36°  30' 
(see  Map  A 12)  whenever  those  regions  should  be  ready  for  statehood. 

DIVISION  INTO  FREE  AND  SLAVE  AREAS.  When  the  Com- 
promise of  1850  was  passed,  the  Union  was  divided  into  two  areas, 
in  one  of  which  slavery  was  permitted  and  in  the  other  it  was  pro- 
hibited. This  division  was  brought  about  by  legal  action  as  follows: 
( 1 )  Action  against  slavery  by  sixteen  free  states,  extending  continuously 
from  Maine  to  Iowa,  and  then  jumping  over  to  California.  (2)  Corre- 
sponding affirmative  legislation  in  favor  of  slavery  in  the  fifteen  slave- 
holding  states  and  District  of  Columbia,  extending  continuously  from 
Delaware  to  Texas.  (3)  Four  successive  acts  of  Congress  prohibiting 

72 


TEACHERS  MANUAL  73 

slavery  in  four  different  areas  of  territory  as  follows:  (a)  Northwest 
Ordinance  (1787)  covering  the  later  states  of  Ohio,  Indiana,  Illinois, 
Michigan,  Wisconsin  and  part  of  Minnesota.  All  these  states  added  a 
prohibition  of  slavery  in  their  original  constitutions  as  they  came  into 
the  Union,  (b)  Missouri  Compromise  (1820),  applying  to  that  part 
of  the  Louisiana  cession  lying  north  of  the  southern  boundary  of  Mis- 
souri, and  of  the  line  of  36°  30'  produced  westward  to  the  then  western 
boundary  of  the  United  States  (100th  meridian).  (c)  Texas  Act 
(1845),  applying  to  all  territory  claimed  by  Texas  north  of  36°  30' 
(see  Map  A 12),  whenever  those  regions  should  be  ready  for  statehood. 
This  became  operative  in  1 850  when  Texas  gave  up  all  claims  north 
of  that  line,  (d)  Oregon  Act  (1848),  applying  to  the  present  states 
of  Oregon,  Washington  and  Idaho. 

By  the  Compromise  Acts  (1850)  Utah  Territory  and  New 
Mexico  Territory  were  virtually  left  open  to  slavery,  if  the  slaveholders 
chose  to  take  possession.  The  boundary  then  described  for  New 
Mexico,  however,  included  a  little  piece  of  the  territory  assigned  to 
freedom  by  the  line  of  1845. 

CREATION  OF  STATES  AND  TERRITORIES.  The  process  of 
crystallization  into  states  is  signalized  on  this  map  by  the  formation 
of  the  following  states :  ( 1 )  Maine,  admitted  out  of  Massachusetts 
(1820);  (2)  Missouri,  admitted  out  of  Missouri  Territory  (1821); 
the  western  part  of  the  former  Territory  of  Missouri  was  left  without 
any  government  until  1854.  (3)  Arkansas,  out  of  Territory  of 
Arkansas  (1836).  The  western  end  of  the  territory,  which  was  a 
part  of  the  unorganized  portion  of  the  former  territory  of  Missouri,  was 
occupied  by  Indian  tribes  and  called  the  Indian  Territory,  tho  it  had 
no  territorial  government.  (4)  Michigan,  out  of  part  of  the  Territory 
of  Michigan  (1837).  (5)  Florida,  out  of  the  Territory  of  Florida 
(1845).  (6)  Texas,  the  former  independent  republic  of  Texas 
(1845).  (7)  Iowa,  part  of  Territory  of  Iowa  (1846).  (8)  Wis- 
consin, part  of  Territory  of  Wisconsin  (1848).  (9)  California,  out 
of  territory  conquered  from  Mexico,  without  passing  thru  organized  terri- 
torial government  (1850).  (10)  Minnesota  Territory,  created  in  part 
out  of  the  unorganized  territory  (1850).  For  the  admission  of  the 
state  of  Minnesota  (in  1858)  see  Map  A15. 


74  AMERICAN  HISTORY  MAPS 

ROUTES  OF  THE  SLAVE  TRADE  AND  FUGITIVE  SLAVES.  The 
illustration  of  these  two  sets  of  routes  given  on  the  map  calls  attention 
in  a  vivid  way  to  the  existence  of  "both  of  these  lively  movements. 
Some  of  the  routes  are  usual  lines  of  transportation  along  which  ordinary 
merchandise  and  passengers  moved,  on  the  Ohio  and  Mississippi  rivers 
particularly.  Others  were  concealed  routes,  used  only  by  the  fugitives. 
The  cities  shown  on  the  map  were  the  chief  centers  for  the  slave  trade 
or  fugitive  slave  movements. 

CAMPAIGNS  OF  THE  MEXICAN  WAR.  The  principal  campaigns 
of  the  Mexican  War  are  shown  on  the  map,  and  may  be  listed  as 
follows:  (1)  Taylor's  route  (1846-47);  (2)  Scott's  route  (1847- 
48)  [see  Inset];  (3)  Kearny's  route  to  New  Mexico  (1846-47); 
(4)  Doniphan's  route  from  New  Mexico  (1846-47);  (5)  Wool's 
route  from  Texas  (1846)  ;  (6)  Kearny's  route  to  California  (1846)  ; 
(7)  Fremont's  route  in  California  (1846-47);  (8)  Stockton's  route 
in  California  (1846-47). 

RELATED  MAPS.  See  Map  A9  for  United  States  at  the  ratifica- 
tion of  the  constitution;  Maps  A3,  A4,  A6  and  All  for  territorial 
status  and  conditions  of  Mexico;  Map  A12  for  addition  of  the  Gadsden 
Purchase;  Map  A15  for  relation  of  the  territory  then  ceded  by  Mexico 
to  what  was  later  the  area  of  secession. 

QUESTIONS 

Arrange  and  explain  the  admission  of  states  in  chronological  order 
from  1820  to  1850.  What  is  the  evidence  of  admitting  states  during 
that  period  in  pairs,  one  northern  and  one  southern?  Which  section, 
free  or  slaveholding,  had  the  advantage  in  securing  territory? 

Why  were  there  no  northwestern  states  beyond  Iowa  at  this  time? 
Why  did  the  routes  of  the  "underground  railroad"  run  to  the  northern 
boundaries  of  the  free  states?  What  were  the  main  routes  of  the 
domestic  slave  trade  from  the  slaveholding  states? 

What  were  the  following  lines  between  freedom  and  slavery: 
(1)  Line  of  1787,  (2)  Line  of  1820,  (3)  Line  of  1845,  (4)  Line 
of  1848?  Were  any  of  these  lines  disturbed  by  the  Compromise 
of  1 850?  Why  was  the  territory  west  of  the  Missouri  left  unorganized 
from  1820  to  1854? 


TEACHER'S  MANUAL  75 

Trace  the  following  marches  and  expeditions  of  the  Mexican  War : 
(1)  Taylor;  (2)  Scott;  (3)  Doniphan;  (4)  Wool;  (5)  Kearny; 
(6)  Fremont;  (7)  Stockton. 

Locate  the  following  far  western  places  ana  rorts :  ( 1  )  Bent's 
Fort;  (2)  Des  Moines;  (3)  Fort  Kearny;  (4)  Fort  Laramie;  (5) 
Fort  Leavenworth ;  (6)  Topeka. 

Locate  the  following  places  and  battlefields  connected  with  the 
Mexican  War:  (1)  Buena  Vista;  (2)  Cerro  Gordo;  (3)  Chapul- 
tepec;  (4)  Cherubusco;  (5)  Contreras;  (6)  Corpus  Christi;  (7) 
Lobos  Island;  (8)  Mexico  City;  (9)  Monterey  (Mex.)  ;  (10)  Palo 
Alto;  (11)  Pueblo;  (12)  Resaca;  (13)  St.  Gabriel;  (14)  San 
Pascual;  (15)  Santa  Fe;  (16)  Sutler's  Fort;  (17)  Tampico;  (18) 
Vera  Cruz. 


MAP  A15.    SECESSION,   1860-1861 

PURPOSE  OF  THE  MAP.  This  map,  while  illustrating  the  con- 
tinuance of  the  territory  and  state-making  process,  is  designed  especially 
to  bring  out  the  line-up  of  the  states  and  territories  on  the  question  of 
secession.  It  shows  also  the  extent  to  which  forts,  arsenals  and  ship- 
yards passed  into  the  hands  of  the  seceding  states. 

COLOR  SCHEME.  In  this  map  the  states  upholding  the  Union  are 
in  purple;  the  seceding  states  are  in  buff,  but  a  distinction  is  made 
between  the  group  of  seven  southernmost  states  which  seceded  before 
April  14,  1861,  and  were  organized  as  the  Confederate  States  of 
America  (colored  a  darker  buff)  and  the  more  northerly  stratum 
of  four  states  that  seceded  after  that  date  (colored  lighter  buff).  The 
pink  marks  out  the  territories  that  lined  up  with  the  Union;  those  that 
adhered  to  the  Confederacy  are  yellow.  The  strategic  position  of  the 
northernmost  stratum  of  slave  states,  the  Border  States,  which  sided 
with  the  Union,  is  brought  out  by  their  separate  tint,  olive. 

NEW  STATES.  The  map  includes  the  process  of  state-making 
as  continued  by  the  formation  and  admission  of  four  more  states :  ( 1 ) 
Minnesota  (1858),  part  of  the  Territory  of  Minnesota.  The  portion 
east  of  the  Mississippi  was  a  part  of  the  old  Northwest  Territory,  in 
which  slavery  had  been  forbidden  by  the  Ordinance  of  1  787,  while  the 
part  west  of  the  Mississippi  came  out  of  the  Louisiana  cession,  and  was 
declared  free  by  the  Compromise  of  1820.  (See  Map  A 14.)  (2) 
Oregon  (1859),  part  of  Oregon  Territory,  free  by  the  Oregon  Act 
of  1848.  (3)  Kansas  (1861),  part  of  Kansas  Territory.  The 
area  of  the  state  south  of  the  Arkansas  and  west  of  meridian  100° 
was  covered  by  the  Texas  Act  of  1845,  while  the  remainder,  being 
part  of  the  Louisiana  cession  north  of  36°  30',  was  free  by  the  Com- 
promise of  1820.  All  these  Acts  of  Congress  for  territorial  freedom 
were  nullified  by  the  Kansas-Nebraska  Act  of  1854  and  the  Dred 
Scott  decision  of  1857.  The  net  result  of  the  process  was  that  in 
1 86 1  there  were  1 5  slave  states  and  1 9  free  states,  a  total  of  34.  West 

76 


TEACHER'S  MANUAL  77 

Virginia  (1863),  separated  with  a  free  constitution  from  the  slave 
state  of  Virginia,  was  the  35th  state  (see  Manual  on  Map  A18). 

NEW  TERRITORIES  AND  TERRITORIAL  SLAVERY.  The  follow- 
ing are  the  significant  changes  which  came  about  in  territorial  relations 
by  and  after  the  Compromise  of  1850:  (1)  Washington  Territory 
(1853),  created  out  of  Oregon  Territory;  (2)  New  Mexico  (1853), 
enlarged  out  of  Gadsden  Purchase  (see  Map  A12);  (3)  Nebraska 
Territory  (1854),  out  of  unorganized  territory;  (4)  Kansas  Territory 
(1854),  out  of  unorganized  territory,  partly  a  remnant  of  the  Louisiana 
cession  and  partly  in  the  Texas  claim  (see  Map  A 14). 

To  understand  the  complicated  questions  of  territorial  slavery,  and 
to  use  the  map  properly,  several  principles  must  be  kept  in  mind :  (  1  ) 
"Popular  sovereignty,"  as  set  forth  in  the  Kansas-Nebraska  Act  of 
1854,  which  stated  or  implied  the  following:  (a)  no  right  in  Congress 
to  deal  with  slavery  in  the  territories;  (b)  hence  the  Compromise  of 
1820  was  void  and  had  never  been  legal;  (c)  the  principle  of  "non- 
intervention," as  stated  in  the  Compromise  of  1850  for  New  Mexico 
and  Utah  Territories,  was  supposed  to  be  extended  to  all  the  other 
territories,  thus  virtually  setting  aside  the  operation  of  all  four  previous 
congressional  enactments  against  slavery  in  the  territories,  namely,  the 
Northwest  Ordinance  of  1787,  Missouri  Compromise  of  1820,  Texas 
Act  of  1845,  Oregon  Act  of  1848.  (See  comments  on  .Map  A14.) 
(2)  Hence  all  the  area  not  then  already  organized  as  free  states  in 
1854  (including  the  later  states  of  Minnesota,  Kansas  and  Oregon) 
was  open  to  slavery  if  the  territorial  legislatures  so  declared.  (3)  The 
Dred  Scott  decision  embodied  the  following  territorial  principles:  (a) 
neither  Congress  nor  a  territorial  legislature  could  prohibit  slavery  in  a 
territory;  (b)  therefore,  the  normal  condition  of  all  territories  was 
slave-holding;  (c)  when  a  state  was  ready  for  admission  it  could 
choose  to  be  free  or  slave-holding. 

Between  1854  and  1861  the  following  changes  were  made  in 
the  territories:  (1)  Territory  of  Washington  (1853),  organized  out 
of  the  Territory  of  Oregon,  no  protection  against  slavery  in  the  act; 

(2)  Dakota  Territory  (1861),  organized  out  of  Nebraska  Territory; 

(3)  Nevada  Territory    (1861),   organized   out  of  Utah   Territory; 

(4)  Colorado  Territory  (1861),  organized  out  of  parts  of  Nebraska, 


78  AMERICAN  HISTORY  MAPS 

New  Mexico,  Utah  and  former  Kansas  territories;  (5)  Nebraska  Terri- 
tory (1861),  enlarged  out  of  Washington  and  Utah  territories. 

The  net  result  as  regards  slavery  was  therefore  that  in  1861  the 
Union  was  subdivided  as  follows:  (1 )  nineteen  free  states;  (2)  fifteen 
slave  states;  (3)  seven  organized  territories  normally  slave-holding, 
which  could  be  made  free  only  by  so  declaring  themselves  when  they 
became  states;  (4)  one  unorganized  territory  (Indian  Territory)  in 
which  slavery  was  legal  and  existed. 

CONFEDERATE  SEIZURES  OF  FEDERAL  POSTS,  FORTS,  ARSE- 
NALS, ETC.  Attention  should  be  directed  to  the  almost  complete 
sweep  made  by  the  seceding  states  of  the  federal  military  resources 
located  in  their  territory.  The  seizures  included  forts,  posts,  arsenals, 
shipyards  and  branch  mints.  On  the  map  these  are  all  indicated  by 
distinctive  symbols.  It  should  be  noted,  however,  that  the  six  following 
places,  marked  also  by  distinctive  symbols,  remained  thruout  the  war 
under  the  control  of  the  federal  forces :  ( 1 )  Fortress  Monroe  ( Va. )  ; 
(2)  Fort  Taylor  on  Key  West  (Fla.)  ;  (3)  Fort  Jefferson  on  Island 
of  Dry  Tortugas  (Fla.);  (4)  Fort  Pickens,  Pensacola  (Fla.);  (5) 
Fort  Union  (New  Mex.)  ;  (6)  Fort  Yuma  (New  Mex.).  In  addi- 
tion, Fort  Sumter  (S.  C.)  was  held  by  a  Union  garrison  till  taken 
by  the  Confederate  forces  (April  14,  1861). 

RELATED  MAPS.  See  Map  A14  for  state  boundaries  and 
division  between  free  and  slavery  areas;  Map  A16  for  Confederacy 
during  the  Civil  War;  Map  A17  for  reconstruction  of  the  seceding 
states. 

QUESTIONS 

Arrange  in  chronological  order  the  admission  of  states  from  1 850 
to  1861 .  What  evidence  does  the  map  offer  that  freedom  was  gaining 
ground  against  slavery?  Arrange  the  southern  states  and  territories 
existing  in  1861  alphabetically  in  groups  as  follows :  ( 1 )  first  block 
of  seceding  states;  (2)  second  block  of  seceding  states;  (3)  territories 
adhering  to  seceding  states;  (4)  loyal  slave  states;  (5)  new  free  states 
formed  out  of  slave  state;  (6)  District  of  Columbia. 

Make  a  list  of  the  territories  existing  in  1861   in  the  chronological 


TEACHER'S  MANUAL  79 

order  of  their  organization.  Were  any  of  them  ready  for  statehood? 
Why  are  so  many  of  the  western  states  and  territories  bounded  in 
whole  or  part  by  geographical  straight  lines?  Why  are  the  western 
states  in  general  larger  than  those,. to  the  eastward? 

Which  of  the  two  sections  had  the  more  favorable  situation  for 
foreign  commerce  and  connections?  Which  of  the  two  sections  had  the 
better  internal  water  communications?  Which  of  the  two  sections  had 
the  better  railroad  systems?  (See  Map  A13).  How  did  the  Missis- 
sippi River  affect  the  relations  between  the  states  in  the  Union  and 
the  states  in  the  Confederate  States?  Why  did  the  removal  of  the 
troops  from  Fort  Moultrie  to  Fort  Sumter  give  offense  to  South  Caro- 
lina? (See  Inset.) 


MAP  A 16.     CIVIL  WAR,  1861-1865 

PURPOSE  OF  THE  MAP.  This  map  illustrates  the  general  field 
of  operation  of  the  Civil  War,  with  the  chief  campaigns  and  battle- 
fields, the  blockade,  and  the  principal  phases  of  the  struggle,  including 
a  representation  of  the  varying  areas  controlled  from  year  to  year  by 
the  opposing  forces.  The  map  is  on  an  unusually  large  scale,  forty 
miles  to  the  inch,  and  brings  out  with  clearness  the  lines  of  communica- 
tion by  river  and  rail,  a  grasp  of  which  is  so  important  for  interpreting 
the  meaning  of  the  military  movements. 

COLOR  SCHEME.  The  colors  will  enable  the  eye  to  take  in 
several  conditions  which  illustrate  the  nature  and  progress  of  the  war. 

In  the  first  place,  the  line  between  the  slave  states  and  free  states 
is  emphasized  by  coloring  the  free  states,  as  in  preceding  maps,  a  darl? 
purple,  while  the  slave  areas  are  in  lighter  colors. 

Finally,  a  buff  coloring  is  used  to  mark  out  the  diminished  area 
over  which  the  Confederacy  exercised  military  control  about  the  first 
of  March,  1865,  just  before  the  opening  of  the  last  campaigns. 

PRINCIPAL  THEATRE  OF  WAR.  The  details  of  the  map  can 
best  be  remembered  by  grouping  in  the  mind  the  areas  that  suffered 
from  raiding,  marked  by  diagonal  red  lines:  (1)  Washington;  (2) 
central  Virginia  and  the  valley;  (3)  line  of  Sherman's  "March  to  the 
Sea"  from  Atlanta  to  Savannah,  and  his  later  march  thence  to  Raleigh 
and  Goldsboro;  (4)  western  North  Carolina;  (5)  lower  Tennessee 
Valley;  (6)  central  Kentucky  and  Tennessee,  and  western  Tennessee; 
(7)  central  Arkansas  and  southwestern  Missouri;  (8)  Red  River 
region;  (9)  northern  and  central  Mississippi;  (10)  raids  thru  central 
Alabama  into  Georgia. 

The  gradual  extension  of  the  southern  areas  occupied  by  northern 
troops  and  the  consequent  gradual  shrinkage  in  the  areas  controlled 
by  the  South  is  shown  by:  ( 1 )  the  darl?  blue  dash  and  dot  lines,  show- 
ing the  fluctuating  progress  of  the  northern  and  southern  front  at  yearly 
intervals  from  the  outbreak  of  the  war  up  to  April,  1864;  (2)  the  buff 

80 


TEACHER'S  MANUAL  81 

coloring,  which  shows  the  territory  under  Confederate  control  in  March, 
1865. 

A  study  of  these  areas  shows  the  pulsations  during  the  war,  and 
in  particular  how  at  the  end  the  Confederate  territory  was  cut  in  two 
by  the  tongue  of  land  under  Federal  control  (marked  in  yellow)  that 
reached  down  both  banks  of  the  Mississippi.  This  yellow  area,  it  will 
be  noted,  extends  over  much  of  the  coastal  area,  thus  testifying  to  the 
control  of  sea  power  by  the  North  and  the  effective  and  crushing  use 
made  of  it.  When  Lee  began  his  final  campaign  in  1865,  not  a  single 
major  seaport  along  the  whole  coast  from  the  Mississippi  to  the  Chesa- 
peake remained  in  the  hands  of  the  Confederacy.  They  were  cut  off 
completely  from  all  intercourse  with  the  outside  world  and  were  thrown 
back  on  their  own  inadequate  resources. 

The  hopelessness  of  the  Southern  efforts  is  brought  home  still 
further  by  a  study  of  Sherman's  "March  to  the  Sea."  By  the  beginning 
of  1 865  he  had  cut  straight  thru  Confederate  territory  and  was  already 
turning  northward  from  Savannah. 

Various  important  campaigns  are  shown  on  the  Inset  Maps:  (1 ) 
the  Virginia  campaigns,  including  that  which  ended  with  Lee's  sur- 
render; (2)  the  Atlanta  campaign  of  Sherman;  (3)  the  Vicksburg 
campaign  of  Grant. 

Another  war  field  is  that  of  the  west,  beginning  with  Grant's 
victory  at  Belmont  in  1861,  thence  following  up  the  Ohio  and  the 
Tennessee,  and  down  the  Mississippi.  The  series  of  campaigns  that 
led  ultimately  to  the  capture  of  Chattanooga  (1863)  and  the  control 
of  the  great  trunk  line  passing  thru  that  point  proved  a  starting  for 
Sherman's  campaign  to  Atlanta,  and  his  later  march  to  the  sea. 

RELATED  MAPS.  See  Map  A13  for  land  and  water  routes 
before  the  Civil  War;  Map  A15  for  Secession;  Map  Al  7  for  the 
effect  of  the  war  on  the  prosperity  of  the  South;  Map  A21  for  later 
prosperity  of  the  South;  Map  A22  for  southern  agriculture. 

QUESTIONS 

How  did  the  Appalachian  Mountains  affect  the  campaigns  of 
the  Civil  War?  How  far  did  the  (1)  southern  and  (2)  northern 


82  AMERICAN  HISTORY  MAPS 

railroad  systems  answer  for  the  needs  of  the  war?  (See  Map  A 13.) 
How  far  was  the  Ohio  River  an  advantage  to  the  North?  How 
far  was  the  lower  Mississippi  an  advantage  to  the  South?  How  was 
it  possible  to  blockade  the  greater  part  of  the  southern  coast?  Why 
was  there  so  much  hard  fighting  between  the  Cumberland  and  Tennessee 
rivers? 

Why  were  the  following  places  especially  important  from  a 
military  point  of  view:  (1)  Belmont,  (2)  Charleston,  (3)  Chat- 
tanooga, (4)  Harper's  Ferry,  (5)  Knoxville,  (6)  Mobile,  (7)  Nash- 
ville, (8)  New  Orleans,  (9)  Pensacola,  (10)  Petersburg,  (11) 
Pittsburgh  Landing,  (12)  Richmond,  (13)  Savannah,  (14)  Staunton, 

(15)  Vicksburg,    (16)   Washington,   (17)   Wilmington,    (18)   Win- 
chester ? 

Locate  the  following  battlefields:      (1)  Antietam,  (2)  Bull  Run, 

(3)  Chancellorsville,     (4)     Chattanooga,     (5)     Chickamauga,     (6) 
Fredericksburg,  (7)  Gettysburg,  (8)  Perry ville,  (9)  Pittsburgh  Land- 
ing,  (10)  Stone  River,   (11)   Wilderness. 

Locate  the  following  marches  and  lines  of  campaign :  ( 1 ) 
Bragg's  route;  (2)  Buell's  route;  (3)  Grant's  route  from  Cairo  to 
Pittsburgh  Landing;  (4)  Grant's  route  from  Pittsburgh  Landing  to 
Memphis  and  to  the  Vicksburg  area;  (5)  Morgan's  raid;  (6)  Grant's 
march  circling  Vicksburg ;  (7)  Sherman's  Atlanta  campaign ;  (8)  Wil- 
son's raid  in  Alabama  and  Georgia;  (9)  Sherman's  March  to  the  Sea; 
(10)  Sherman's  march  to  the  Carolinas;  (11)  McClellan's  peninsular 
campaign;  (12)  McClellan's  Antietam  campaign;  (13)  Lee's  Bull 
Run  and  Antietam  campaign;  (14)  Lee,  Hooker  and  Meade's  Gettys- 
burg campaign;  (15)  Lee  and  Grant's  Virginia  campaign  (1864); 

(16)  Lee  and  Grant  campaign   (1865). 

Locate  the  military  lines  between  the  two  belligerents  as  shown 
on  the  map:  (1)  April,  1861  ;  (2)  April,  1862;  (3)  April,  1863; 

(4)  April,   1864;   (5)   March,   1865. 

Explain  the  crooked  lines  of  Sherman's  marches  to  Atlanta  (see 
Inset).  Explain  the  march  of  the  Confederate  and  Federal  forces  to 
Gettysburg.  (See  Inset.)  What  was  the  significance  of  the  Valley 
of  Virginia  in  the  war?  Explain  Grant's  campaign  around  Vicks- 
burg. (See  Inset.) 


MAP  A 17.    ABOLITION  AND  RECON- 
STRUCTION 

PURPOSE  OF  THE  MAP.  The  object  of  this  map  is  to  emphasize 
the  problems  of  the  reconstruction  period.  It  therefore  deals  first 
with  the  process  of  liberating  the  negroes  and  making  slavery  illegal, 
and  then  with  the  controversies  over  political  reconstruction  and  re- 
admission  of  the  seceded  states  into  the  Union.  It  shows  the  period 
of  re-assertion  by  whites  of  their  social  and  political  leadership.  Along- 
side these  political  movements  are  some  problems  of  economic  recon- 
struction. 

COLOR  SCHEME.  The  story  of  giving  freedom  and  civil  and 
political  rights  for  the  negroes  is  told  by  the  color.  The  deep  purple 
denotes  the  free  states  at  the  beginning  of  the  war.  The  lighter  purple 
denotes  the  areas  in  which  slavery  was  prohibited  by  special  acts  of 
Congress  passed  early  in  1862,  for  the  District  of  Columbia,  and  for 
the  territories,  including  Indian  Territory,  New  Mexico,  Nebraska  and 
Colorado.  The  green  denotes  the  area  in  which  freedom  came  by 
admission  as  a  free  state:  West  Virginia  (June  19,  1863).  The  pink 
shows  the  area  where  slaves  were  freed  by  the  acts  of  the  three  states 
concerned:  Maryland  (Oct.  12-13,  1864);  Tennessee  (Feb.  22, 
1865);  Missouri  (Jan.  11,  1865,  and  June  6,  1865).  The  brovn 
indicates  two  areas  made  free  by  the  13th  Amendment:  Delaware 
(Dec.  18,  1865)  ;  Kentucky  (Dec.  18,  1865).  The  yellow  indicates 
the  areas  where  the  negroes  were  freed  by  the  final  Emancipation 
Proclamation  (Jan.  1,  1863);  this  action  was  supplemented  by  state 
action  over  a  period  running  from  March,  1864,  to  June,  1866,  the 
exact  dates  of  which  will  be  found  in  the  legend  on  the  map. 

RECONSTRUCTION  AND  COUNTER  RECONSTRUCTION.  The 
table  printed  on  the  map  deals  with  three  important  events  in  the 
reconstruction  of  the  various  seceding  states.  The  first  was  war  recon- 
struction, or  the  setting  up  of  governments  under  the  direction  of  Presi- 
dent Lincoln  in  four  of  the  seceding  states:  (1)  Virginia  (1861); 

83 


84  AMERICAN  HISTORY  MAPS 

(2)  Arkansas  (1864);  (3)  Louisiana  (1864);  (4)  Tennessee 
( 1 865 ) .  These  governments  were  all  finally  discontinued  except 
Tennessee;  the  other  three  shared  in  the  same  process  of  reconstruction 
as  the  other  seceding  states. 

The  second  group  of  significant  events  is  readmission  under  the 
reconstruction  acts  of  Congress.  Dates  are  shown  in  the  table,  running 
from  Arkansas  (June  22,  1868)  to  Georgia  (July  15,  1870).  After 
that  time  all  the  states  were  represented  in  both  houses  of  Congress. 

The  final  political  step  was  the  establishment  of  a  "conservative 
government"  in  every  one  of  the  eleven  seceding  states  by  regaining 
possession  of  the  state  government.  The  dates  are  shown  in  the  tables, 
running  from  October,  1869,  to  January,  1877.  In  the  case  of  Vir- 
ginia, the  conservatives  had  recovered  the  central  authority  and  or- 
ganized the  state  legislature  before  the  state  was  readmitted.  In  all 
other  cases  there  was  an  interval  varying  from  a  few  months  to  nine 
years,  during  which  the  so-called  "carpet-bag  governments"  were  in 
power. 

SOCIAL  COUNTER  RECONSTRUCTION  AND  THE  Ku  KLUX 
KLAN.  Thru  unofficial  and  usually  illegal  organizations,  previous  to 
the  recovery  of  the  state  governments,  and  in  some  cases  with  the 
approval  of  those  governments  after  they  were  formed,  efforts  were 
made  to  prevent  the  negroes  from  voting  and  to  break  up  the  "carpet- 
bag governments."  The  principal  areas  affected  by  this  movement 
are  as  follows:  (1)  race  riot  at  Memphis  (May  1-3,  1866);  (2) 
race  riot  at  New  Orleans  (July  30,  1866);  (3)  affair  at  Mobile, 
Alabama  (May  14,  1867)  ;  (4)  race  riot  at  Camilla,  Georgia  (Sep- 
tember 19,  1868);  (5)  Ku  Klux  in  various  portions  of  Tennessee 
(February  20,  1869);  (6)  Ku  Klux  in  northern  North  Carolina 
(March  and  July,  1870)  ;  (7)  Ku  Klux  in  northern  South  Carolina 
(October  17,  1871);  (8)  disturbances  in  central  Arkansas  (Septem- 
ber, 1872);  (9)  Brooks-Baxter  War  in  Arkansas  (April  and  May, 
1 874)  ;  (10)  disturbances  at  Cousmatta,  Louisiana  (August  28, 
1874);  (11)  White  League  rising  at  New  Orleans  (September  14, 
1874);  (12)  disturbance  at  Vicksburg,  Mississippi  (December  7, 
1 874)  ;  (13)  disturbance  at  Clinton,  Mississippi  (September  4,  1 875)  ; 
(14)  race  riots  at  Hamburg,  South  Carolina  (July  8,  1876). 


TEACHER'S  MANUAL  85 

ECONOMIC  EFFECTS  OF  THE  WAR  ON  THE  SOUTH.  The 
map  brings  out  the  destructive  influence  of  the  Civil  War  by  marking 
the  areas  in  which  the  production  of  cotton  was  less  in  1869  than  it 
had  been  in  1859,  a  condition  which  reveals  industrial  loss,  poverty 
and  demoralization.  These  areas  are  marked  by  parallel  red  diagonals, 
and  include  nearly  the  whole  of  the  cotton  belt.  This  map  should  be 
compared  with  the  map  showing  devastations  during  the  war  (Map 
A16). 

RELATED  MAPS.  See  Map  A14  for  the  southern  states  in 
1850;  Map  A15  for  the  seceding  states  in  1861;  Map  A16  for 
movements  and  devastations  of  armies  during  the  war;  Map  A18  for 
improvements  of  transportation  in  the  South;  Map  A21  for  industrial 
progress  in  the  South;  Map  A22  for  agricultural  progress  in  the  South. 

QUESTIONS 

Find  out  the  areas  on  the  map  affected  by  the  following  action 
with  reference  to  slavery :  ( 1  )  emancipation  acts  of  original  states ; 
(2)  Ordinance  of  1787;  (3)  free  constitutions  of  states  admitted  out 
of  the  Northwest  Territory;  (4)  the  Missouri  Compromise  of  1820; 
(5)  admission  of  free  states  out  of  the  Louisiana  cession;  (6)  Texas 
Act  of  1845;  (7)  Oregon  Act  of  1848;  (8)  Kansas-Nebraska  Act 
of  1854;  (9)  District  of  Columbia  Act  of  1862;  (10)  Territorial 
Acts  of  1 862 ;  (11)  emancipation  acts  of  previous  southern  slave- 
holding  states;  (12)  emancipation  by  parts  of  former  slave-holding 
states ;  (13)  emancipation  in  former  slave-holding  states  by  the  1  3th 
Amendment  only ;  (14)  emancipation  by  Lincoln's  Proclamation;  (15) 
areas  of  preceding  states  excepted  from  the  proclamation. 

Make  a  table  of  the  readmission  of  seceded  states:  ( 1 )  temporarily 
reconstructed  during  the  war;  (2)  from  1866  to  1868;  (3)  in  1870. 

Why  was  the  cotton  production  so  reduced  in  a  large  part  of 
the  South? 


MAP  A 18.    WESTERN  STATEHOOD  AND 
LAND  GRANTS  TO  RAILROADS 

PURPOSE  OF  THE  MAP.  This  map  is  designed  to  show  the 
political  development  of  the  western  states  and  the  land  grant  system. 
The  land  grant  maps  are  based  on  a  very  careful  study  of  the  official 
sources.  The  three  maps  are  all  on  the  same  scale  and  fit  together, 
so  as  to  include  all  the  land  grants  to  railroads  in  the  continental  area 
of  the  United  States. 

COLOR  SCHEME.  The  olive  marks  out  the  widely  scattered 
states  admitted  before  186*4;  the  buff  distinguishes  the  more  concen- 
trated group  admitted  between  1864  and  1876;  the  purple  denotes 
the  contiguous  block  of  states  admitted  in  the  two  years  1 889  and  1 890 ; 
the  light  buff  is  used  for  the  new  states  of  Arizona  and  New  Mexico 
(1912). 

On  the  land  grant  maps  the  green  is  used  to  denote  the  relative 
width  of  the  strip  granted;  the  symbols  used  in  connection  with  the 
green  denote  variously  whether  government  bonds  were  granted  in  addi- 
tion to  the  land;  and  also  whether  the  grant  was  made  direct  to  the 
railroad  or  indirectly  thru  a  state.  The  red  symbol  used  alone  indi- 
cates that  a  grant  was  made  and  forfeited.  The  red  or  dark  Pmk 
indicates  areas  of  Indian  reservations  as  well  as  such  special  monu- 
ments as  the  Grand  Canyon.  National  parks  are  shown  in  green. 

NEW  WESTERN  STATES.  The  material  above  in  the  Manual 
on  Maps  A1  1,  A14  and  A 15,  as  well  as  the  maps  themselves,  form 
a  useful  background  for  the  study  of  this  present  map,  which  brings 
to  completion  the  state-making  process  so  far  as  the  main  body  of  the 
United  States  is  concerned.  The  complete  chronological  list  of  the 
thirteen  states  admitted  after  1 869  is  as  follows :  ( 1 )  Nevada  ( 1 864) , 
out  of  the  Territory  of  Nevada,  with  some  additions  from  Utah  and 
Arizona;  (2)  Nebraska  (1867),  part  of  the  Territory  of  Nebraska; 
(3)  Colorado  (1876),  out  of  the  Territory  of  Colorado;  (4)  North 
Dakota  (1889),  part  of  the  Territory  of  Dakota;  (5)  South 

86 


TEACHER'S  MANUAL  87 

Dakota  (1889),  part  of  the  Territory  of  Dakota;  (6)  Washing- 
ton (1889),  out  of  the  Territory  of  Washington;  (7)  Montana 
(1889),  out  of  the  Territory  of  Montana;  (8)  Wyoming  (1890), 
out  of  the  Territory  of  Wyoming;  (9)  Idaho  (1890),  out  of  the 
Territory  of  Idaho;  (10)  Utah  (1896),  out  of  the  Territory  of 
Utah;  (11)  Oklahoma  (1907),  out  of  the  Territory  of  Oklahoma 
(created  in  1890),  and  the  so-called  Indian  Territory;  (12)  New 
Mexico  (191 2),  out  of  the  Territory  of  New  Mexico.  (13)  Arizona 
(1912),  out  of  the  Territory  of  Arizona;  This  makes  the  total  of 
forty- eight  states  (see  Manual,  Map  A15). 

FEDERAL  RESERVATIONS.  At  the  time  the  various  states  were 
admitted,  Congress  reserved  certain  areas  or  created  or  enlarged  them 
afterwards  with  the  consent  of  the  states.  These  areas  are  in  most 
cases  not  under  the  government  of  the  states,  but  are  islands  of  federal 
territory  similar  to  fhe  District  of  Columbia,  and  may  be  grouped  as 
follows :  ( 1 )  Indian  Reservations,  marked  in  red  and  found  in  most 
of  the  western  states;  (2)  National  Parks  and  Monuments  (see  Map 
A20)  ;  (3)  National  Forests,  mostly  within  the  jurisdiction  of  the 
states,  tho  retained  in  ownership  by  the  United  States  (see  Map  A20B). 

RAILROAD  LAND  GRANTS.  To  understand  the  maps  the  cir- 
cumstances of  the  grants  need  to  be  clearly  stated:  (1)The  system  of 
aiding  railroads,  by  granting  them  strips  of  public  land  along  their 
line,  began  in  1850  when  a  grant  was  made  to  the  state  of  Illinois, 
to  be  transferred  to  the  Illinois  Central  Railroad.  (2)  In  this  and 
most  later  grants  was  inserted  the  condition  that  the.  road  must  be 
completed  within  a  specified  time  or  else  the  grant  would  be  forfeited. 
(3)  In  all  the  eastern  grants  the  states  received  the  lands  and  passed 
them  on  to  the  railroads.  (4)  The  roads  received  the  alternate 
"sections,"  that  is,  half  of  the  mile  square  checkerboard  units  of  the 
government  surveys,  within  the  belt  of  the  grant.  (5)  The  land  grant 
was  to  extend  a  specified  number  of  miles  on  each  side  of  the  track. 
(6)  If  any  of  these  squares,  which  included  half  the  area  of  the  land 
within  the  belt,  were  already  taken  up,  the  road  might  substitute  equal 
areas  in  other  government  lands.  (7)  In  a  very  few  cases  the  govern- 
ment lent  money  to  land  grant  railroads. 

Immense   land   grants   were  made   in    the   middle   western    area. 


88  AMERICAN  HISTORY  MAPS 

The  only  such  grant  in  Illinois  went  to  the  Illinois  Central ;  but  there  was 
a  network  of  land  grants  in  Michigan,  Wisconsin,  Minnesota,  Iowa, 
and  several  grants  in  Missouri.  Most  of  these  were  in  timber  or  grain 
growing  areas  and  hence  of  great  value.  In  Indiana  and  Ohio  the  land 
was  generally  in  private  hands  before  the  era  of  railroad  grants  began, 
but  both  states  received  early  grants  for  roads  and  canals  not  shown 
on  this  map. 

Extensive  land  grants  were  offered  also  in  the  South,  in  Florida, 
Alabama,  Mississippi,  Louisiana  and  Arkansas.  None  were  offered  in 
Texas  because  the  lands  there  were  retained  by  that  state  when  it 
came  into  the  Union;  and  none  in  Kentucky  and  Tennessee,  because 
there  was  practically  never  any  federal  public  land  in  those  states. 

The  most  important  group  of  land  grants  were  the  transcontinental 
grants  for  the  four  lines  running  to  the  Pacific  Ocean,  namely :  ( 1  ) 
Union  Pacific  and  Central  Pacific,  with  which  were  connected  the 
Kansas  Pacific  and  branch  lines  from  Plattsmouth,  Atchison  and  Sioux 
City;  (2)  Northern  Pacific;  (3)  Atlantic  and  Pacific — this  line  had 
a  double  width  land  grant  thru  New  Mexico  and  Arizona,  but  for- 
feited its  California  grant;  (4)  Texas  Pacific,  a  grant  outside  of  Texas, 
which  was  later  forfeited. 

A  fourth  group  of  land  grants  was  for  the  California  and  Oregon 
lines :  ( 1  )  Southern  Pacific,  from  the  Colorado  River  to  San  Fran- 
cisco; (2)  California  and  Oregon,  from  San  Francisco  to  Portland; 
(3)  Northern  Pacific,  from  Portland  to  Tacoma. 

QUESTIONS 

From  the  maps  (not  using  the  Manual)  make  up  a  list  of  the 
admission  of  states  from  1864  to  1912  in  the  order  of  admission. 
What  portions  of  the  area  of  the  western  states  are  not  subject  to  the 
law  and  government  of  those  states?  What  are  the  pieces  of  territory 
out  of  which  the  state  of  Oklahoma  has  been  made? 

Locate  the  following  places  in  the  Far  West:  (1)  S?n  Fran- 
cisco, (2)  Los  Angeles,  (3)  Seattle,  (4)  Portland,  (5)  Denver, 
(6)  Salt  Lake  City,  (7)  Santa  Fe,  (8)  Omaha,  (9)  Yellowstone 
National  Park,  (10)  Yosemite  National  Park. 


TEACHER'S  MANUAL  89 

Pick  out  on  the  map:  (1)  the  five  largest  Indian  reservations; 
(2)  the  five  principal  national  parks;  (3)  the  three  most  important 
land  grants  to  railroads. 

Why  were  the  early  grants  made  thru  the  states?  Why  were 
there  so  many  forfeitures  of  land  grants?  Were  the  land  grants 
necessary  for  the  construction  of  the  roads? 


MAP  A 1 9.    LINES  OF  TRANSPORTATION,  1918 

PURPOSE  OF  THE  MAP.  This  map  is  designed  to  carry  on  to 
completion  the  treatment  of  the  routes  of  communication  begun  on 
Map  A7,  with  the  Indian  trails  and  early  roads;  and  continued  on 
Maps  Al  0  and  Al  3,  and  that  of  the  Land  Grants  (Map  Al  8).  The 
map  shows  the  chief  lines  of  transportation,  both  by  rail  and  water,  in 
use  in  1918,  and  also  indicates  the  centers  of  transportation,  which 
are  at  the  same  time  the  chief  commercial  and  industrial  centers,  in 
which  is  found  the  greatest  concentration  of  population  and  wealth. 

COLOR  SCHEME.  The  chief  function  of  the  color  scheme  on 
this  map  is  to  provide  a  background  that  will  make  the  railroads  stand 
out  clearly.  It  should  be  noted  that  the  width  of  the  red  line  indicates 
the  greater  or  less  importance  of  a  given  road;  and  that  blacfy  is  used 
to  indicate  the  navigable  parts  of  a  river. 

RAILROAD  CENTERS.  The  most  striking  thing  about  the  map 
is  the  way  in  which  is  brought  out  the  importance  of  such  places  as 
Chicago,  St.  Louis,  Minneapolis  and  St.  Paul,  Atlanta,  Omaha, 
Fort  Worth,  Indianapolis,  and  Kansas  City.  The  enormous  concentra- 
tion of  roads  at  Chicago  comes  out  in  a  startling  way.  Note  another 
form  of  concentration  in  the  seaports.  Their  importance  is  not  so  clear  to 
the  eye,  because  the  map  does  not  show  the  relative  volume  of  foreign 
commerce  from  the  different  ports. 

NORTH  AND  SOUTH  CONNECTIONS.  One  of  the  noticeable 
things  about  the  transportation  system  in  1860  (Map  A 13)  is  the 
infrequence  of  direct  north  and  south  connections.  VThe  way  in  which 
since  the  Civil  War  that  deficiency  has  been  made  up  is  strikingly 
brought  out  by  the  present  map.  North  and  south  lines  along  the 
coastal  areas,  between  the  Appalachians  and  the  Mississippi,  and  even 
between  the  Mississippi  and  the  Rockies,  are  numerous  and  important. 
North  and  South  are  being  bound  together  by  an  unbreakabfe  network 
of  common  interests. 

THE  TRANSCONTINENTAL  ROUTES.     By  comparing  this  map 

90 


TEACHER'S  MANUAL  91 

with  that  of  the  western  trails  (Map  A 13)  and  that  of  the  Land 
Grants  (Map  A18)  it  will  be  seen  how  closely  the  railroads  have 
followed  the  original  routes  of  the  explorers  and  stage  coaches.  The 
dominant  influence  exercised  by  the  western  tributaries  of  the  Mississippi, 
especially  the  Missouri  and  its  tributaries,  is  easily  perceived,  as  also 
the  fan-like  spreading  of  the  roads  after  having  crossed  the  Great 
Divide. 

CANALS.  While  there  has  been  a  decline  in  the  building  and  use 
of  canals  since  the  rapid  development  of  railways,  the  day  of  the 
canal  is  by  no  means  over,  as  is  shown  by  the  list  of  principal  canals 
now  in  operation:  ( 1 )  Cape  Cod  Ship  Canal ;  (2)  Champlain-Hudson 
Canal;  (3)  Erie  Barge  Canal ;  (4)  Delaware  and  Hudson ;  (5)  Dela- 
ware to  Chesapeake  (Head  of  Elk)  ;  (6)  Potomac  Canal ;  (7)  Dismal 
Swamp  Canal;  (8)  Chicago  Drainage  Canal;  (9)  Panama  Canal 
(see  Map  A23  and  Inset);  (10)  canals  around  obstructions  in 
rivers:  (a)  La  Chine  in  the  St.  Lawrence,  (b)  Welland,  (c)  Sault 
Ste.  Marie,  (d)  Dalles  of  the  Columbia,  (e)  Ohio  at  Louisville, 
(f)  Connecticut  at  Windsor  Locks,  (g)  Tennessee  at  Muscle  Shoals, 
(h)  Mississippi  at  Keokuk. 

RIVERS  NAVIGABLE  BY  STEAM  CRAFT  OF  CONSIDERABLE 
SIZE.  River  navigation  has  much  declined  in  importance,  but  steam- 
boats still  run  on  the  following  rivers:  (1)  eastern  (a)  Hudson, 
(b)  Delaware,  (c)  Potomac,  (d)  James;  (2)  southern  and  central 
(a)  Alabama,  (b)  Arkansas,  (c)  Cumberland,  (d)  Mississippi,  (e) 
Red,  (f)  Tennessee,  (g)  Tombigbee;  (3)  western  (a)  Illinois,  (b) 
Kanawha,  (c)  Missouri,  (d)  Monongahela,  (e)  Ohio;  (4)  Pacific 
coast  (a)  Columbia,  (b)  Sacramento,  (c)  San  Joaquin,  (d)  Snake. 

AREAS  DEPRIVED  OF  CONVENIENT  TRANSPORTATION.  The 
vacant  spaces  on  the  map  bring  to  view  some  large  areas  which  have 
neither  rail  nor  water  transportation.  Note  and  explain  the  following: 
(1)  Canadian,  (2)  Mexican,  (3)  Northern  Maine,  (4)  Adirondack 
Mountains,  (5)  Appalachian  Mountains,  (6)  Southern  Florida,  (7) 
Central  Texas,  (8)  Northern  Arkansas  (9)  Rocky  Mountains,  (10) 
Great  Basin,  (11)  Southern  and  Central  Oregon  and  Idaho,  (12) 
Northern  California  and  Oregon. 

RELATED  MAPS.      See  Map  A7  for  colonial  routes  of  travel; 


92  AMERICAN  HISTORY  MAPS 

Map  A10  for  land  and  water  routes,  1  763-1829;  Map  A1  3  for  land 
and  water  routes  in  1860;  Map  A16  for  lines  of  transportation  in 
the  Civil  War;  Map  A18  for  western  and  southern  land  grants;  Map 
A20  for  pipe  line  transportation ;  Map  A24  for  external  transportation. 

QUESTIONS 

Why  is  there  such  a  concentration  of  the  points  listed  under 
"Railroad  Centers"?  Why  are  there  so  few  railroads  in  the  southern 
interior?  What  are  the  main  trunk  lines  to  the  Pacific?  Why  so 
many  railroads  between  the  Great  Lakes  and  the  Ohio  River?  What 
are  the  main  trunk  lines  from  the  seaboard:  (1)  to  Chicago;  (2)  to 
St.  Louis;  (3)  to  Memphis?  What  are  the  main  trunk  lines  from 
Chicago  and  St.  Louis:  (1)  westward,  (2)  northwestward,  (3)  south- 
westward? 

What  old  roads  and  trails  have  been  paralleled  by  the  Pacific 
railroads?  (See  Map  A 13.)  What  railroads  run:  (1)  from  one 
point  in  Canada  to  another  across  the  United  States;  (2)  from  one 
point  in  the  United  States  to  another  across  Canada?  Why  has 
transportation  on  the  Mississippi  River  and  its  great  branches  declined? 
Does  the  map  suggest  that  government  ownership  of  all  the  railroads 
might  be  desirable?  What  is  the  history  of  the  railroad  to  Key  West? 


MAP  A20.    RESOURCES  AND  CONSERVATION 

PURPOSE  OF  THE  MAP.  This  map  is  designed  to  bring  out  the 
general  resources  of  the  West,  and  the  oil  and  gas  resources  of  the 
Union.  It  also  illustrates  the  government  policy  of  conservation  of 
natural  resources  and  the  irrigation  projects  designed  to  redeem  semi- 
arid  regions  outside  the  Rocky  Mountains.  A  study  of  the  grouping 
of  the  resources  and  the  relation  of  the  grouping  to  lines  of  transporta- 
tion (Map  A 19)  throws  much  light  on  the  past  growth  of  cities  in  the 
West  as  well  as  their  possible  development  in  the  future. 

COLOR  SCHEME.  The  meaning  of  the  symbols  for  the  various 
minerals  is  fully  set  forth  in  the  legend.  The  dark  green  represents 
the  forest  areas  reserved  by  the  government;  the  black  areas  represent 
irrigation  projects.  The  areas  named  represent  United  States  Reclama- 
tion Service  projects,  while  those  unnamed  are  either  private  enter- 
prises or  "Cary  Act"  projects.  The  dotted  buff  coloring  in  A  indicates 
industrial  areas. 

DISTRIBUTION  OF  MINERAL  RESOURCES.  In  dealing  with  this 
subject  the  following  grouping  may  be  pointed  out:  (1)  Oil  and  gas 
fields:  (a)  immediately  west  of  the  Appalachian  chain;  (b)  in  a  belt 
from  Kansas  to  Texas,  where  there  is  not  much  coal  or  other  minerals; 
(c)  a  southern  California  region,  not  otherwise  rich  in  minerals.  (2) 
Precious  metals,  gold  and  silver,  usually  associated  with  copper,  found 
in  the  Rocky  Mountains,  the  Great  Basin,  and  the  Sierra  Nevada.  (3) 
Other  metals:  (a)  zinc  found  in  Missouri,  Montana,  Idaho,  Wiscon- 
sin, etc. ;  (b)  lead  in  the  same  districts  as  zinc  and  in  the  central  Rockies; 
(c)  copper  abundant  in  the  Lake  Superior  region  and  widely  distributed 
in  the  whole  far  western  region.  (4)  Coal  and  iron:  (a)  practically 
no  iron  ore  of  value  west  of  Lake  Superior,  except  in  Colorado  and 
the  Puget  Sound  region;  (b)  coal  fields  are  numerous  in  the  same 
belt  as  oil  from  Iowa  to  Texas  and  in  scattered  areas  of  the  Rocky 
Mountains,  also  some  small  beds  in  Washington. 

FORESTS.     The  United  States  once  owned  practically    all   the 

93 


94  AMERICAN  HISTORY  MAPS 

forests  of  the  western  area,  but  has  sold  or  granted  vast  tracts.  During 
the  last  thirty  years  it  has  systematically  retained  as  national  forests 
enormous  areas  of  woods.  These  public  forests  are  to  be  seen  on 
Map  B.  In  addition  the  government  has  bought  certain  areas  in  the 
southern  Appalachian  Mountains  and  in  the  White  Mountains  to 
become  national  forests.  Additional  proposed  tracts  are  shown  on 
the  map. 

IRRIGATION.  Considerable  tracts  of  land  now  valueless  can  be 
made  fertile  by  bringing  sufficient  water  to  them.  This  is  possible  in 
limited  areas  by  storing  waters  of  the  streams  in  reservoirs,  so  that  they 
can  be  used  when  there  is  not  enough  rain.  The  principal  irrigation 
projects  are  shown  on  Map  B.  This  is  a  problem  peculiar  to  the  West, 
inasmuch  as  all  parts  of  the  United  States  east  of  the  Mississippi  have 
a  sufficient  rainfall.  Many  of  the  mountain  streams  which  furnish  water 
for  the  irrigation  projects  and  other  streams  also  offer  magnificent  water 
power,  which  can  be  made  usable  by  electric  transmission.  Most  of 
the  upper  streams  shown  carry  such  potential  power. 

NATIONAL  PARKS  AND  MONUMENTS.     These  were  reserved  in 

i 

order  to  preserve  unusual  natural  phenomena  (see  Map  A 18):  (1) 
Glacier  National  Park,  within  the  boundaries  of  Montana;  (2)  Yel- 
lowstone National  Park,  adjacent  to  Wyoming;  (3)  Rocky  Moun- 
tain National  Park,  in  Colorado;  (4)  Yosemite  National  Park  and 
Sequoia  National  Park,  in  California;  (5)  Crater  Lake,  in  Oregon; 
(6)  Mount  Rainier,  in  Washington;  (7)  Hot  Springs,  in  Arkansas; 
(8)  National  monuments:  These  are  reservations  including  prehistoric 
cliff  dwellings  and  some  great  national  wonders,  such  as  part  of  the 
Colorado  Canyon. 

BlRD  AND  GAME  RESERVES.  In  addition  to  the  great  national 
parks,  the  United  States  has  established  numerous  bird  and  game  re- 
serves which  are  shown  on  Map  B  and  in  the  Inset;  these  areas  are 
surrounded  by  a  red  line. 

RELATED  MAPS.  See  Map  A7  for  colonial  resources ;  Map  A1 8 
for  western  land  grants;  Map  A19  for  rail  and  water  transportation; 
Map  A21  for  industries  of  the  East;  Map  A22  for  agriculture  of  the 
United  States. 


TEACHER'S  MANUAL  95 

QUESTIONS 

What  are  the  principal  western  areas  of  the  following  products: 
(1)  coal,  (2)  iron,  (3)  gold,  (4)  silver,  (5)  lead,  (6)  zinc,  (7) 
copper,  (8)  oil,  (9)  gas? 

What  is  the  relation  between  coal  mining  and  the  production  of 
iron  and  other  metals?  What  do  the  pipe  lines  show  as  to  the  relation 
of  the  production  of  oil  in  the  interior  to  the  great  consumers  and 
shipping  ports? 

Judging  from  the  map,  what  are  the  richest  parts  of  the  West? 
What  are  the  obstacles  to  the  growth  and  prosperity  of  the  Far  West 
taken  as  a  whole? 

What  is  the  nature  of  the  region  in  which  forests  are  most  ple.itiful? 
(Compare  Map  A 13.)  What  are  the  principal  national  par!is  and 
"monuments"  in  the  Far  West? 

What  are  the  principal  existing  forests  in :  (  1  )  the  eastern  coast 
states  (compare  May  A7)  ;  (2)  the  Middle  West;  (3)  the  Southwest 
and  Florida?  (See  Insets.) 

Make  a  list  of  the  actual  irrigation  projects  in  the  Far  West. 
Make  a  list  of  the  bird  and  game  reserves  in  the  southeast  and  the 
northwest.  Why  are  there  so  few  irrigation  projects  on  the  Columbia 
River  and  its  branches?  Why  are  there  no  irrigation  projects  on 
the  main  Colorado?  What  makes  the  Rio  Grande,  Arkansas  and 
Platte  available  for  irrigation? 


MAP  A21.    INDUSTRIAL  UNITED  STATES 

PURPOSE  OF  THE  MAP.  This  map  is  designed  to  show  for  the 
Middle  West  and  the  East  what  Map  A20  does  for  the  West  alone, 
namely,  the  distribution  of  natural  resources  and  industrial  activity. 
The  difference  in  the  two  maps  calls  attention  to  the  contrast  between 
these  two  sections  in  natural  resources  and  industrial  development.  As 
against  the  small  and  isolated  patches  of  industrial  development  on  Map 
A20,  Map  A21B  shows  great  stretches  of  industrial  activity.  In 
mineral  resources  the  East  has  a  monopoly  of  workable  iron  ore, 
while  the  West  is  much  richer  in  all  the  other  minerals  except  coal. 
Another  feature  of  the  map  is  the  movement  of  iron  to  coal  and  coal 
to  iron  on  the  Great  Lakes.  The  graph  shows  that  the  volume  of  the 
ore  traffic  is  nearly  twice  as  great  as  that  of  the  coal  traffic. 

COLOR  SCHEME.  In  part  A  the  brown  represents  the  areas 
where  textile  manufacturing  is  important,  the  darker  brown  representing 
areas  of  especial  importance.  The  main  centers,  e.  g.,  cities  with  a 
large  annual  output  of  cottons,  woolens  and  silks,  are  given  distinctive 
symbols  in  red.  The  important  boot  and  shoe  and  clothing  centers 
are  shown  in  black  symbols,  and  these  are  also  carried  over  on  to 
Map  B. 

On  Map  B  the  brown  represents  areas  where  manufacturing  and 
trading  are  more  important  than  agriculture,  mining,  lumbering,  etc.  A 
region  such  as  the  southern  Piedmont  may  be  relatively  important  in 
textile  manufacture,  while  not  significant  when  all  forms  of  manufacture 
are  included.  Part  B  also  shows  in  black  shadings  the  areas  where 
coal  is  produced  in  significant  quantities;  while  a  black  Hne  surrounds 
areas  containing  coal  of  commercial  value,  which  are  naturally  more 
restricted  than  those  of  "coal  areas"  or  "coal  measures." 

AREAS  OF  TEXTILE  INDUSTRY.  Map  A.  One  of  the  strik- 
ing things  about  the  distribution  of  this  industry  is  the  extent  of  the 
area  devoted  to  it  in  the  South.  The  map,  therefore,  emphasizes  one 
of  the  great  historical  developments  since  the  Civil  War,  namely,  the 

96 


TEACHER'S  MANUAL  97 

industrialization  of  the  South  and  its  increasing  community  of  interest 
with  the  North.  In  this  connection  study  the  lines  of  transportation 
of  this  area  as  shown  on  Map  A 19. 

INDUSTRIAL  AREAS  OF  THE  MIDDLE  WEST.  One  of  the  most 
interesting  things  illustrated  by  Map  B  is  the  effect  of  the  distribution 
of  coal  and  iron  and  the  location  of  lines  of  transportation  on  the 
development  of  industrial  centers  and  areas.  The  iron  and  much  of 
the  coal  lie  near  Great  Lake  transportation;  and  the  industrial  areas 
and  centers,  therefore,  gather  about  the  lakes  and  along  the  east  and 
west  lines  of  communication.  In  other  words,  wherever  it  is  easy  for 
iron  and  coal  to  meet,  industrial  development  results. 

RELATED  MAPS.  See  Map  A7  for  colonial  commerce  and 
industry;  Map  A19  for  lines  of  transportation;  Map  A20  for  western 
resources  and  industries;  Map  A22  for  agriculture. 

QUESTIONS 

What  are  the  principal  areas  for  the  manufacture  of  the  following 
products:  (1)  cotton  goods,  (2)  woolen  goods,  (3)  silk  goods,  (4) 
boots  and  shoes,  (5)  clothing? 

Why  are  textile  manufacturing  areas  found  in :  ( 1 )  western 
Massachusetts,  (2)  eastern  New  York,  (3)  eastern  Pennsylvania,  (4) 
south  Atlantic  states? 

What  is  the  relation  of  the  Fall  Line  to  manufacturing  areas? 
What  causes  the  great  industrial  areas  in:  (1)  New  England,  (2) 
western  New  York,  (3)  central  Pennsylvania,  (4)  the  Atlantic  coast 
states? 

From  the  map,  how  far  do  manufactures  appear  to  be  affected 
by  water  power?  Why  are  there  great  iron  centers  in  the  neighbor- 
hood of:  (1)  New  York,  (2)  Philadelphia,  (3)  Reading,  (4) 
Johnstown,  (5)  Pittsburgh,  (6)  Youngstown,  (7)  Buffalo,  (8)  New- 
castle, (9)  Wheeling  (see  Inset)? 

What  are  the  principal  areas  for  the  production  of  the  follow- 
ing: (1)  anthracite  coal,  (2)  bituminous  coal,  (3)  iron,  (4)  steel, 
(5)  shipbuilding,  (6)  machinery? 

What   special    facilities    for   manufacture   can   be    found    in    the 


98  AMERICAN  HISTORY  MAPS 

following  places:  (1)  Birmingham,  (2)  Buffalo,  (3)  Chicago,  (4) 
Cincinnati,  (5)  Cleveland,  (6)  Columbus,  (7)  Detroit,  (8)  Duluth, 
(9)  Gary,  (10)  Harrisburg,  (11)  Johnstown,  (12)  Milwaukee, 
(13.)  Pittsburgh,  (14)  Reading,  (15)  St.  Louis,  (16)  Wheeling, 
(17)  Youngstown? 

How  far  is  the  distribution  and  prosperity  of  industrial  centers 
affected  by:  (1)  western  rivers,  (2)  Great  Lakes?  Why  are  there 
so  few  industrial  centers  in  the  lower  Mississipoi  valley?  Why  is 
Chicago  such  a  great  industrial  center? 


MAP  A22.    AGRICULTURAL  UNITED  STATES 

PURPOSE  OF  THE  MAP.  The  map  is  designed  to  show  the 
chief  production  areas  of  cotton,  wheat,  corn,  etc. ;  the  cattle,  sheep 
and  swine  areas;  the  distribution  of  pine,  spruce,  fir  and  other  trees; 
the  location  of  milling  and  slaughtering  centers;  the  distribution  of  the 
most  important  fishing  areas;  and  the  sites  of  the  State  Agricultural 
Colleges. 

COLOR  SCHEME.  The  three  leading  crops  are  shown  in  dis- 
tinct colors.  The  pink  represents  areas  with  a  large  wheat  production, 
the  darker  pink  representing  the  heavier  production.  In  the  same  way 
the  brown  represents  the  corn,  while  yellow  stands  for  cotton.  The 
barred  areas  are  those  where  two  crops  vie  with  each  other  in  im- 
portance. The  horizontal  black  ruling  shows  where  meat  cattle  are 
important,  while  the  oblique  ruling  stands  for  areas  where  dairying  is 
important. 

DISTRIBUTION  OF  FOOD  CROPS.  One  of  the  striking  things 
brought  out  by  the  map  is  the  concentration  of  the  rich  food  crop 
producing  areas  in  the  basins  of  the  Missouri,  upper  Mississippi  and  the 
Ohio.  Notice  also  the  close  relationship  between  this  same  fertile  area 
and  the  line  of  glaciation,  marked  with  black  dashes  and  following 
closely  along  the  upper  Missouri  and  the  Ohio.  The  development  of 
a  good  wheat  producing  area  in  eastern  Washington  should  be  noted, 
as  also  the  widely  scattered  areas  in  which  the  sugar  beet  culture  is 
developing,  and  the  centers  of  fruit  growing  in  California,  Florida 
and  northern  New  York.  The  spread  of  alfalfa  culture  from  the  West 
eastward  is  striking. 

TIMBER.  The  forest  reserves  indicated  on  Map  A20B  should  be 
noted  in  conjunction  with  this  map.  The  chief  areas  for  the  growth  of 
the  various  kinds  of  timber  may  be  listed  as  follows:  (1)  Maine, 
New  Hampshire  and  Vermont,  spruce  and  white  pine;  (2)  Michigan, 
Wisconsin  and  Minnesota,  spruce  and  white  pine;  (3)  Michigan, 
maple;  (4)  Middle  States,  hardwoods;  (5)  Southern  States,  hard- 

99 


100  AMERICAN  HISTORY  MAPS 

woods  and  yellow  pine;  (6)  Louisiana,  cypress;  (7)  California,  red- 
wood and  pine;  (8)  Oregon  and  Washington  coast,  big  spruce  and 
fir;  (9)  Idaho  and  Washington,  yellow  pine. 

ANIMALS.  The  chief  areas  connected  with  the  raising  of  cattle 
and  sheep  may  be  distinguished  as  follows:  (1)  meat  cattle  belts  in 
New  York,  New  Jersey,  Pennsylvania,  Vermont,  Maryland,  Kentucky, 
Minnesota,  Wisconsin,  Texas,  Oklahoma,  California,  Kansas,  Ne- 
braska, Missouri  and  Iowa;  (2)  dairy  cattle  centers  in  Wisconsin  and 
New  York;  (3)  sheep  in  Middle  West,  Far  West  and  California; 
(4)  swine  in  Middle  Western  belt. 

AGRICULTURAL  COLLEGES.  Only  state  institutions  are  shown, 
one  for  each  state,  except  in  the  southern  states,  which  maintain  one 
for  the  whites  and  one  for  the  blacks.  These  schools,  thru  their 
propaganda  carried  on  for  many  years,  have  greatly  influenced  the 
character  of  the  farmer's  activity.  For  instance,  the  University  of 
Wisconsin  at  Madison  and  Cornell  University  at  Ithaca  have  had  much 
to  do  with  the  leadership  of  their  states  in  dairying.  The  experiments 
carried  on  at  Fort  Collins  have  much  affected  sugar  beet  culture  in 
Colorado. 

MILLING  AND  PACKING  CENTERS.  The  relation  of  these  cen- 
ters to  the  grain  and  cattle  areas  and  also  to  the  lines  of  transportation 
(Map  A19)  should  be  noted. 

RELATED  MAPS.  See  Map  A7  for  colonial  agricultural  prod- 
ucts; Map  A18  for  western  land  grants;  Map  A20  for  western  re- 
sources and  conservation ;  Map  A2 1  for  mineral  products  and  industry. 

QUESTIONS 

What  is  the  relation  between  the  topography  of  the  country  and 
agriculture?  (Compare  Maps  A13  and  A 19.)  What  are  the  prin- 
cipal regions  for  the  production  of  the  following :  ( 1  )  Wood  products : 
(a)  pine  and  spruce,  (b)  maple,  (c)  hardwood,  (d)  yellow  pine, 
(e)  redwood,  (f)  cypress.  (2)  Cereal  products:  (a)  wheat,  (b)  oats, 
(c)  flaxseed,  (d)  barley,  (e)  sugarcane,  (f)  rice  (compare  Map  A7), 
(g)  sugar  beets,  (h)  corn,  (i)  rye,  (j)  alfalfa,  (k)  tobacco.  (3) 
Fruit:  (a)  oranges,  (b)  grapes.  (4)  Textiles:  (a)  cotton.  (5) 


TEACHER'S  MANUAL  101 

Animals:  (a)  sheep,  (b)  swine,  (c)  meat  cattle,  (d)  dairy  cattle. 
(6)"  Fish  products:  (a)  oysters,  (b)  lobster,  (c)  fish,  (d)  sponges. 

What  are  the  principal  centers  for:  (1)  slaughtering  cattle,  (2) 
milling?  What  is  the  relation  of  the  limit  of  the  glaciated  area  to  the 
production  of  crops?  What  is  the  relation  between  the  corn  belt  and 
the  production  of  cattle  and  swine?  Why  has  cattle  raising  ceased 
to  be  the  major  industry  of  Texas?  What  is  the  influence  of  alfalfa 
on  the  prosperity  of  the  West? 

What  is  the  nature  of  the  wheat  country  in :  ( 1 )  eastern  Oregon, 
(2)  California,  (3)  Minnesota,  Dakota  and  Canada,  (4)  Kansas 
and  Oklahoma,  (5)  the  lake  states? 

Why  should  there  be  poor  agriculture  in :  ( 1 )  northern  Arkansas 
and  southern  Missouri,  (2)  central  Tennessee,  (3)  the  Gulf  Coast 
and  Florida,  (4)  central  Pennsylvania,  Virginia  and  North  Carolina, 
(5)  New  England,  (6)  North  and  South  Belt  east  of  the  Rocky 
Mountains,  (7)  the  region  between  the  Rocky  Mountains  and  the 
Sierra  Nevadas,  (8)  southern  Oregon? 

Locate  the  sites  of  the  agricultural  colleges  of  the  various  states. 
Why  should  there  be  centers  of  the  packing  industry  in  New  York  and 
Boston?  Why  is  there  so  little  cattle  raising  and  dairying  in  the 
southern  states?  In  what  way  may  an  agricultural  college  best  in- 
fluence the  farmers'  activities? 


MAP  A23.     UNITED  STATES  IN  THE 
CARIBBEAN 

PURPOSE  OF  THE  MAP.  This  map  is  designed  to  illustrate  the 
increasing  interests  of  the  people  and  government  of  the  United  States 
in  this  area.  It  deals  with  the  Spanish  War  and  its  effects  on  our 
relations  with  Cuba  and  Porto  Rico,  and  shows  the  countries  over 
which  the  United  States  exercises  a  protectorate.  It  indicates  the  loca- 
tion of  the  Virgin  Islands,  recently  purchased  from .  Denmark ;  the 
trade  routes  radiating  from  New  Orleans,  and  those  concentrating  on 
the  Panama  Canal,  and  includes  enlarged  insets  of  the  Canal  regions 
and  of  the  Virgin  Islands. 

COLOR  SCHEME.  The  color  in  this  map  is  used  to  distinguish 
the  areas  in  possession  or  control  of  various  nations.  The  chief  point 
to  whi:h  attention  should  be  directed  is  the  distinction  between  the  dar^ 
green,  which  indicates  the  United  States  and  its  possessions,  and  the 
light  green,  which  denotes  the  protected  countries,  viz.:  (1)  Cuba,  (2) 
Haiti,  (3)  Dominican  Republic,  (4)  Nicaragua,  (5)  Panama.  This 
distinction  between  "Protectorate"  and  "Possessions"  is  further  brought 
out  by  the  Inset  showing  the  Panama  Canal  region ;  over  the  Republic 
of  Panama  as  a  whole,  a  protectorate  is  exercised,  while  the  Canal  Zone 
itself  is  practically  owned  by  the  United  States. 

THE  SPANISH  WAR.  The  map  shows  the  movements  of  the 
American  fleets,  which  resulted  in  the  penning  up  of  Cervera's  fleet 
in  the  harbor  of  Santiago  de  Cuba.  The  direct  results  of  the  war  are 
registered  by  the  coloring  showing  Porto  Rico  as  a  possession  of  the 
United  States  and  Cuba  as  a  protectorate. 

THE  CARIBBEAN  POSSESSIONS  OF  THE  UNITED  STATES. 
These  in  the  chronological  order  of  their  acquisition  are:  (1)  Porto 
Rico  (1898),  (2)  Canal  Zone  (1903),  (3)  Little  Corn  Island  and 
Great  Corn  Island  (1916),  (4)  Virgin  Islands  (1917). 

UNITED  STATES  PROTECTORATES.  These  in  the  order  of 
their  acquisition  are:  (1)  Cuba  (1898,  note  Platt  Amendment, 

102 


TEACHER'S  MANUAL  103 

1901),  (2)  Panama  (1903),  (3)  Dominican  Republic  (1905), 
(4)  Nicaragua  (1911),  (5)  Haiti  (1915). 

TRADE  ROUTES.  The  concentration  of  trade  routes  in  connec- 
tion with  the  ports  of  New  Orleans,  Colon  at  the  Atlantic  entrance 
of  the  Panama  Canal,  Tampico  and  Vera  Cruz  are  particularly  notice- 
able. The  possible  canal  route  thru  Nicaragua  should  be  noted,  as 
well  as  the  trans-isthmian  railroads:  (1)  in  the  Canal  Zone,  (2)  in 
Costa  Rica,  (3)  in  Guatemala,  (4)  in  Mexico. 

INSET  MAPS.  The  United  States  paid  $10,000,000  for  the 
strip  of  land  thru  which  the  Canal  runs;  and  it  paid  to  Denmark 
$25,000,000  for  the  Virgin  Islands.  (Note  that  these  two  inset  maps 
are  on  the  same  scale.)  Compare  this  amount  with  $15,000,000 
paid  for  Louisiana  and  $7,200,000  paid  for  Alaska. 

RELATED  MAPS.  See  Map  A3  and  Map  A6  for  early  settle- 
ments in  this  area;  Map  A1  1  and  A12  for  acquisition  of  the  northern 
Gulf  Coast;  Map  A24  for  other  possessions. 

QUESTIONS 

How  did  the  United  States  come  into  possession  of  the  whole 
Gulf  coast  to  the  Rio  Grande  River?  (Compare  Map  A 12.)  What 
are  the  six  Central  American  states? 

What  are  the  principal  British  acquisitions  in  the  West  Indies 
region?  What  are  the  French  acquisitions?  What  are  the  Dutch 
acquisitions? 

How  did  the  following  countries  become  protectorates  of  the  United 
States:  (1)  Cuba,  (2)  Haiti,  (3)  Dominican  Republic,  (4) 
Panama,  (5)  Nicaragua? 

How  did  the  following  islands  and  other  tracts  become  parts 
of  the  United  States:  (1)  Porto  Rico,  (2)  Virgin  Islands  (see 
Inset),  (3)  Panama  Canal  Zone  (see  Inset),  (4)  Great  and  Little 
Corn  Islands? 

What  are  the  principal  exports  of  the  United  States  from :  ( 1  ) 
Cuba,  (2)  Jamaica,  (3)  Haiti,  (4)  Dominican  Republic,  (5)  Porto 
Rico,  (6)  Virgin  Islands,  (7)  small  islands,  (8)  Venezuela,  (9) 
Colombia,  (10)  Central  American  states,  (11)  Mexico? 


104  AMERICAN  HISTORY  MAPS 

What  does  the  map  show  as  to  the  importance  of  the  Panama 
Canal  to:  (1)  the  United  States,  (2)  world  commerce  (see  Map 
A24),  (3)  South  America  (see  Map  A24)  ? 


MAP  A24.     GREATER  UNITED  STATES 

PURPOSE  OF  THE  MAP.  This  map  is  designed  to  show  the 
United  States  and  all  its  possessions  on  one  map,  and  in  their  geographic 
relation  to  each  other.  Thus,  for  example,  the  Philippines  are  shown 
in  their  true  position  as  part  of  Asia  and  inextricably  involved  in  the 
Asiatic  problem.  The  map,  therefore,  emphasizes  the  relation  of  the 
United  States  to  problems  of  the  Pacific  and  of  the  Far  East.  The 
outlines  of  the  possessions  are  superimposed  on  a  map  of  Continental 
United  States,  thus  bringing  out  the  proportionate  areas  clearly  (see 
Inset).  The  map  also  reveals  the  richness  of  the  gold  and  coal  deposits 
in  Alaska. 

COLOR  SCHEME.  In  this  map  the  color  is  used  to  bring  out 
the  different  political  areas,  except  that  in  Alaska  yellorv  indicates  the 
gold  bearing  areas  and  black  the  coal  bearing  areas. 

SUMMARY  OF  AMERICAN  POSSESSIONS.  For  purposes  of  study 
the  various  parts  of  the  American  empire  may  be  classified  as  follows: 

(I)  main  continental   group  of  forty-eight  states:      (2)    Territory  of 
Alaska;  (3)  Territory  of  Hawaii;  (4)  Territory  of  Porto  Rico;   (5) 
Dependency  of  Virgin   Islands;    (6)    Dependency  of  Panama  Canal 
Zone;    (7)    Great   and   Little   Corn    Islands;    (8)    Naval   Station   at 
Guantanamo,  Cuba;  (9)  Small  Pacific  islands:  (a)  Midway  (part  of 
the  Territory  of  Hawaii),  (b)  Wake,  (c)   Howland,  (d)  Baker,  (e) 
Tutuila,    (f)    Guam;    (10)    Dependency   of   the    Philippine    Islands; 

(II)  Temporary  occupancy  of  Guano  Islands.      (See  Map  A23.) 
RAILROAD  LINES  AND  TRADE  ROUTES.     The  map  affords  an 

interesting  comparison  between  the  length  and  direction  of  the  trans- 
continental lines  in  the  United  States  and  Canada,  and  some  com- 
parisons with  South  America.  In  dealing  with  the  trade  routes  it  is 
interesting  to  notice  that  the  most  direct  great  circle  sailing  routes  from 
the  Pacific  coast  to  Japan  pass  far  north  of  Honolulu.  The  map  re- 
veals the  success  of  Amundsen  in  finally  negotiating  the  "Northwest 


105 


106  AMERICAN  HISTORY  MAPS 

THE  INTERNATIONAL  DATE  LINE.  This  line  indicates  the 
point  at  which  ships  sailing  east  set  their  date  one  day  ahead,  and 
ships  sailing  west  set  their  date  back,  to  allow  for  the  revolution  of 
the  earth.  The  bulges  in  the  line  are  to  accommodate  ( 1  )  the  Aleutian 
Islands,  for  which  American  time  is  more  convenient,  (2)  outlying 
parts  of  the  Midway  Islands  (3)  New  Zealand. 

RELATED  MAPS.  See  Map  A5  for  English  colonial  grants  as 
the  basis  of  the  first  United  States;  Map  A6  for  partition  of  America 
showing  claims  to  the  present  United  States;  Map  A8  for  the  United 
States  in  1776;  Map  A9  for  the  United  States  in  1789;  Map  A1  1 
for  the  United  States  in  1819;  Map  A12  for  territorial  acquirement? 
to  1866;  Map  A14  for  the  United  States  in  1850;  Map  A15  fo> 
the  United  States  in  1861;  Map  A18A  for  the  western  states  in 
1918;  Map  A23  for  Caribbean  acquisitions. 

QUESTIONS 

What  have  been  the  additions  of  territory  to  the  United  States 
since  1856  (see  Map  A12)?  How  did  the  following  possessions 
come  to  the  United  States:  (1)  Alaska,  (2)  Philippine  Islands,  (3) 
Guam,  (4)  Great  and  Little  Corn  Islands,  (5)  Howland  Island,  (6) 
Tutuila,  (7)  Hawaiian  Islands,  (8)  Midway  Island,  (9)  Porto 
Rico,  (10)  Virgin  Islands,  (11)  Panama  Canal  Zone,  (12)  Naval 
Station  at  Guantanamo? 

When  and  how  did  the  United  States  come  to  hold  as  depen- 
dencies the  following:  (1)  Cuba,  (2)  Haiti,  (3)  Dominican  Re- 
public, (4)  Panama,  (5)  Nicaragua? 

How  does  the  possession  of  Alaska  bring  us  into  connection  with 
Asia?  How  does  the  possession  of  the  Philippines  bring  us  into,  rela- 
tion with  Asia? 

How  has  the  subdivision  of  America  among  the  nations  altered 
since  1763?  (Compare  Map  A6).  What  is  the  proportion  of  the 
area  of  possessions  outside  of  the  continental  United  States  to  the  area 
within  the  continental  mass?  (See  Inset.) 

What  countries  are  the  nearest  neighbors  of  the  United  States 
and  its  possessions?  How  does  the  International  Date  Line  affect 
the  transit  around  the  world? 


TEACHER'S  MANUAL  107 

Do  the  Hawaiian  Islands  aid  in  the  defense  of  the  United  States? 
How  does  Alaska  come  to  reach  southeastward  to  the  neighborhood 
of  Prince  Rupert? 

What  are  the  commercial  and  economic  advantages  gained  by 
the  following  possessions:  (1)  Alaska,  (2)  Hawaiian  Islands,  (3) 
Philippine  Islands,  (4)  Tutuila,  (5)  Porto  Rico,  (6)  Virgin  Islands, 
(7)  Panama  Canal? 


INDEX 


Acadia,  settlement,  29,  39;  becomes 
British,  29,  43 

Africa,  medieval  trade,  14;  Portu- 
guese voyages,  15 

Agricultural  colleges,   100 

Agricultural,  colonial  products,  47; 
present  distribution  of  food  crops, 
99 

Alabama,  territory  and  admission, 
59 

Alaska,  coal  and  gold  fields,  105; 
territory,  105 

Alfalfa  areas,  99 

Allouez,   exploration,   28 

Almagro,  exploration,  19 

Alvarado,    in    Central    America,    25 

Amazon  River,  explored,    19,   37 

America,  pre-Columbian  voyages, 
13-4;  exploration  of  eastern, 
coast,  18-20;  23-4,  27;  Hispanic 
colonizing,  20  (see  also  Carib- 
bean, North  America,  South 
America ) 

American  Revolutions,  distinctive 
areas,  51 ;  campaigns,  51 

Amundsen,   voyage,    105 

Anguilln,   English   control,   40 

Annexations,  Louisiana,  62-3,  66; 
West  Florida,  63;  maps,  66-7, 
102,  105 

Antigua,    English    control,    40 

Appalachian  Mountains,  as  barrier, 
27,  33;  passes,  33 

Argentina,  exploration,   37 

Arizona,'  Spanish  settlement,  39; 
admission,  87 

Arkansas,  territory,  63;  admission, 
73 ;  war-time  reconstruction,  84 

Arroyo   Hondo,   41 

Ashes,  colonial  production,  48 

Atlanta,   as   railroad   center.    90 

Atlanta   campaign,   81 

Atlantic  and  Pacific  railroad,  land 
grant,  88 

Ayolas,    exploration,    20 


Bahamas,    discovery,    15;    English 

control,   40 
Baker,  Island,   105 
Balboa,    exploration,    19,   24 
Balkh,  as  trade  center,   14 
Barbados,   English  control,  40 
Barbuda,  English  control,  40 
Bastidas,  voyage,    18,  23 
Behaim's  Globe,  13 
Benalcazar,    exploration,    19 
Bering,   explorations,   43 
Beloxi,  41 
Bird  reserves,  94 
Bogota,    Spanish    in,    37 
Bokhara,   as   trade   center,    14 
Border    States,    76 
Bonneville,    B.    L.    E.,    explorations, 

70,  71 

Boot  and  shoe  centers,  96 
Boston,  as  colonial  port.  48 
Boundaries,    French-English   contro- 
versies, 29;  intercolonial  disputes, 
34;   Texan,  42,  67;   final  colonial, 
47 ;    of   Louisiana    Purchase,    63 ; 
northeastern,     63,     66     (see    also 
Claims,    States) 

Brazil,    discovery,    16,    18;     Portu- 
guese development,   37;    rivalries, 
38 
Buenos  Aires,  settled,  38 


Cabeza    de    Vaca,    explorations,    19, 

20 

Cabot,  John,  voyages,   18 
Cabot,    Sebastian,    explorations,    18, 

19 

Cabral,  voyage,  16,  18 
Cahokia,    settlement,   28 
Cairo,   as  trade  center,   14 
California,     annexation,     66;      free 

state,  72;  admission,  73 
California     and     Oregon     railroad, 

land  grant,  88 
California   Trail,    71 


109 


110 


INDEX 


Campaigns,  of  American  Revolution, 
51;  of  War  of  1812,  59-60;  of 
Mexican  War,  74;  of  Civil  War, 
81 

Canal  Zone,  102,  103,  105 

Canals,  to   1860,   70;    present,  91 

Canaries,  colonized,  15 

Capitals,  colonial,,  33 

Caribbean  area,  Spanish  develop- 
ment, 22-5;  rivalry  in,  40;  U.  S. 
in,  102-3 

Carolina,  charters  and  settlement, 
34-40;  divided,  34;  Spanish  rival- 
ry, 42 

Cartier,  voyage,  20 

Cathay,   trade   with    Europe,    14 

Cattle,  colonial  production,  47; 
present  production,  99,  100 

Central  America,  voyages,  18;  ex- 
ploration and  settlement,  24,  25; 
English  in,  40 

Central  Pacific  railroad,  land  grant, 
88 

Ceylon,  medieval  trade,   14 

Champlain,  voyages,  27 ;  explora- 
tions, 28 

Charleston,*1  as  colonial  port,  48 

Charters,  colonial.  33-4 

Chartres,   Fort,   41 

Chattanooga,  campaigns,  81 

Cherokee  Indians,  and  English,  28, 
43 

Chicago,  as  railroad  center,  90 

Chile,  conquest,   19,  37 

Chinese  priests,  voyage  to  America, 
13-4 

Cities,  colonial  capitals,  33 ;  ratifi- 
cation conventions,  54 ;  commer- 
cial centers,  90;  industrial  cen- 
ters, 96 

Civil  War,  map,  80-1 ;  theatre, 
raided  areas,  80;  areas  of  con- 
trol, 80-1 ;  campaigns,  81 

Claims,  in  North  America,  rivalry, 
27-9,  36,  38-44;  in  South  Ameri- 
ca, 36-8;  in  western  North  Amer- 
ica, 62-3 

Clark,  G.  R.,  expedition,  51;  grant, 
55 

Clothing  centers,   96 

Coal  fields,  93,  96;  and  iron  move- 
ment, 96,  97;  Alaskan  fields,  105 

Colonial  development,  maps,  10 

Color  scheme  of  maps,   10 


Colorado,  territory,  77;  admission, 
86 

Columbus.  Christopher,  first  voyage 
and  natural  conditions,  15-6;  and 
compass  variations,  16;  later 
voyages,  18,  22,  23;  landfall,  22 

Columbus,  Diego  in  West  Indies, 
23 

Commerce,  series  in  maps,  11;  me- 
dieval, with  Orient,  routes,  14; 
new  routes  after  Columbus,  18; 
Indian  trade  and  colonial  land 
routes,  28,  47 ;  colonial  products, 
47;  colonial  sea  routes,  48;  West 
Indian,  48;  triangular  routes, 
48:  early  national  routes,  57-8; 
railroads  to  1860,  69-70;  internal 
waterways  to  1860,  70;  western 
trails,  70-1 ;  domestic  slave  trade, 
74;  land  grant  railroads.  87-8; 
present  railroad  lines,  90-1 ;  pres- 
ent internal  waterways,  91; 
present  sea  routes,  102,  103.  105 

Compass,  Columbus  and  variations, 
16 

Compromise  of  1850,  73,  77 

Confederate  States,  federal  property 
seized  by,  78;  area  controlled  by, 
80-1  (see  also  Civil  War) 

Connecticut,  settlement,  33-4;  char- 
ter, 34;  absorbs  New  Haven,  34; 
western  claim,  5.4;  Western  Re- 
serve and  Fire  Lands,  55 

Conservation,  map,   93-4 

Copper  fields,  93 

Cordova,  voyage,  19.  24 

Corn,  production,   99 

Coronado,    exploration,    19 

Cortes,   in  Mexico,    19,   24-5 

Cotton,  effect  of  Civil  War,  85 ;  pro- 
duction, 99 

Council  for  New  England,  grant, 
34 

Crater  Lake,  94 

Creek  Indians,  and  English,  28,  42 

Crusades,  and  geographical  develop- 
ment, 14 

Cuba,  discovery,  15;  settlement,  23 ; 
protectorate,  102 

Cumberland  Road,  58 

Curacao,  Dutch  control,  40 

Dairying,  areas,  99,  100 

Dakota,    territory,    77;    divided,    86 


INDEX 


111 


Darien,  settlement,  24 

Davis,   voyage,    20 

Delaware,  grant  and  settlement,  34; 

separated  from  Pennsylvania,  34 ; 

final  area,  55;  slavery  prohibited, 

83 

De  Lepe,  voyage,  18 
Denmark,    Virgin    Islands,    40,    102, 

103,  105 

De  Soto,  exploration,   19 
Detroit,  settlement,  28 
Diaz,  voyage,   15,   18 
District   of    Columbia,    slavery   pro- 
hibited,  83 

Dollier,  exploration,  28 
Dominican     Republic,     protectorate, 

103 

Doniphan,  march,  74 
Drake,  voyage,  20,  63 
Dred  Scott  decision,  76,  77 
Duluth,    exploration,    28 
Dutch     West    India     Company,     in 

South  America,  38 

El  Paso,  settlement,  39,  42 

Elcano,  voyage,   19 

Elevation,  areas,  57,  69 

Emancipation,  process,  83 

Emancipation  Proclamation,  area, 
83 

England,  voyages  to  North  America, 
18,  20,  27;  claims  there,  French 
and  Spanish  rivalry,  27,  36,  42, 
43;  settlements  there,  28,  39,  40; 
in  South  America,  36,  38 ;  in 
Caribbean  area,  40;  Oregon 
country,  62,  63,  66,  67 

Espanola,  discovery,  15;  settlement, 
22,  23;  French'  in,  39;  English- 
attack,  40 

Espinosa,  exploration,  24 

Esquivel,  in  Jamaica,  23 

Fall  Line,  58 

Federman,  exploration,  19 

Fifteenth   century   achievements,    13 

Fire  Lands,  55 

Fisheries,  colonial,  47 

Florida,  Spanish  settlement,  39,  41 ; 
French  in,  39;  English  control, 
43 ;  American  annexation,  63,  66 ; 
admission,  73 

Forest  reserves,  87,  93-4 

Fort  Worth,  as  railroad  center,  90 


Forts,  seized  by  Confederates,  78; 
retained  by  North,  78 

France,  voyages  to  North  America, 
20,  27;  explorations  there,  28; 
settlements  there,  29,  39 ;  claims 
there,  English  and  Spanish  rival- 
ry, 27,  36,  39,  41,  43;  in  South 
America,  36,  38,  39;  in  West  In- 
dies, 39,  43;  Louisiana,  41;  loses 
North  American  possessions,  43; 
retrocession  of  Louisiana,  sale  to 
United  States,  62 

Fremont,  J.  C.,  explorations,  70, 
71;  in  California,  74 

Frobisher,  voyage,  20 

Fruit  areas,  99 

Fugitive  slaves,  routes,  74 

Fur  trade,  rivalry,  in  interior,  40-1 ; 
colonial,  47 

Gadsden  Purchase,  66,  67 
Game  reserves,   94 
Gas  fields,   93 
Genoa,  medieval  trade,  14 
Geography,   development  before   Co- 
lumbus,  13 

Georgia,  grant  and  settlement,   34; 
Spanish    rivalry,    42-3;     western 
claim,  55 
Glacial  area,  99 
Glacier  National  Park,  94 
Goa,  Portuguese  in,  18 
Gold  fields,  93;   Alaskan,   105 
Gomez,  voyage,  19,  24 
Gonzalez,  exploration,  24 
Good  Hope,  Cape  of,  passed,   15 
Gordillo,   voyage,   19,  24 
Grain,   colonial  production,   47,   48; 

present  production,  99 
Grand  Canyon  of  the  Colorado,  86, 

94 

Grant,  U.  S.,  campaigns,  81 
Grants.  English   colonial,  33-4 
Gray,  Robert,  in  Oregon,  63 
Great  Britain  (see  England) 
Great  Corn  Island,  102,  105 
Great    Lakes,    importance,    27 
Great  Valley,  47,  58 
Great  Warrior  Path,  47 
Green  Bay,  settlement,  28 
Grijalva,  voyage,    19,  24 
Guadeloupe,  French  control,  40 
Guantanamo,  naval  station,   105 
Guiana,  rival  claims,  36,  38,  43 


112 


INDEX 


Guam  Island,  105 
Guano  Islands,  105 

Haiti,  French   in,   40;   protectorate, 

103    (see  also  Espanola) 
Harrison,  W.  H.,  march,  59 
Hawaii,  territory,  105 
Hennepin,  exploration,  28 
Henry,   Prince,   and   discoveries,    15 
Herat,  as  trade  center,  14 
Honduras,  English  in,  40 
Hot   Springs   National  Park,  94 
Rowland  Island,  105 
Hudson,  voyages,  27 
Hudson  Bay,  English  control,  43 
Hudson's     Bay     Company,     French 

rivalry,  29,  43 ;  establishment,  40 
Huguenots,    in    Brazil,    38,    39;    in 

Florida,  39 

Idaho,  admission,  87 

Illinois,  French  exploration  and 
settlement,  28,  29,  41 ;  admission, 
59 

India,  medieval  trade,  14;  Portu- 
guese in,  18 

Indian  reservations,  86,  87 

Indian  Territory,  so-called,  73; 
slavery  in,  78 

Indiana,  admission,  59 

Indianapolis,  as  railroad  center,  90 

Indians,  origin  of  name,  15;  stocks, 
origin,  16;  distribution,  28;  trade 
routes  and  trails,  28,  47 

Indigo,  colonial  production,  47 

Industry  (see  Agriculture,  Com- 
merce, Manufacture,  Mining) 

International  date  line,  106 

Iowa,  admission,  73 

Iron,  colonial  production,  47 ;  fields, 
93,  96;  and  coal  movement,  96,  97 

Irrigation,  projects,  93,  94 

Isabella,  founded,  23 

Jackson,  Andrew,  march,  59 

Jamaica,  settled,  23;  becomes  Eng- 
lish, 40 

Jefferson,  Fort,  78 

Joliet  and  Marquette,  exploration, 
28 

Kabul,  as  trade  center,  14 

Kansas,  admission,  76;  territory,  77 


Kansas  City,  as  railroad  center,  90 
Kansas-Nebraska  Act,    76,   77 
Kashgar,  as  trade  center,  14 
Kaskaskia,  settlement,  28,  41 
Kearny,  S.  W.r  march,  74 
Kentucky,    admission,    59;    slavery 

prohibited,    83;    no    federal   land, 

88 

Khingham  Mountains,  14 
King   George's   War,   43 
Kittanning  Path,  47 
Kublai  Khan,  14 
Ku  Klux  Klan,  84 


Land  grant  railroads,  88-8 

Laredo,  42 

La  Salle,  exploration,  28;  in  Texas, 
39 

Lead  fields,  93 

Lee,  R.   E.,  campaigns,   81 

Legazpi,    voyages,  20 

Lewis  and  Clark,  explorations,  63, 
70 

Lincoln,  Abraham,  war-time  recon- 
struction, 83-4 

Little  Corn  Island,  102,  105 

London  Company,  grant,  33 

Los  Adaes,  41,  42 

Louis  XIV  and  Louisiana,  41 

Louisburg,   captured,   43 

Louisiana,  French  exploration  and 
settlement,  28,  29,  41;  Spanish 
rivalry,  41 ;  control  by  England 
and  Spain,  43;  acquisition  by 
United  States,  62-6;  district,  ter- 
ritory, and  state,  63 

Louisiana  Purchase,  62-3,  66;  in- 
ternal organization,  63 

Lumber,  colonial  production,  47; 
forest  reserves,  87,  93-4;  present 
production,  87,  93-4 


Magellan,  voyage,  19 

Maine,  grant  and  settlement,  34; 
union  with  Massachusetts,  34 ;  ad- 
mission, 73 

Manufactures,  colonial,  47-8;  pres- 
ent areas  and  centers,  96-7,  100 

March  to  the  Sea,  81 

Martha's  Vineyard,  added  to  Massa- 
chusetts, 34 

Martinique,  French  control,  40 


INDEX 


113 


Maryland,  grant  and  settlement,  29, 
33,  39;  final  area-,  55;  boundary 
controversy,  55 ;  slavery  abolished, 
83 

Mason  and  Dixon  Line,  55 

Massachusetts,  charters  and  settle- 
ment, 29,  34;  absorbs  other  settle- 
ments, 34;  loses  New  Hampshire, 
34;  western  claim,  54;  settlement 
of  claim  in  New  York,  55 

Matagorda  Bay,  French  at,  39; 
Spanish  settlement,  42 

Mayflower,  voyage,  27 

Meat,  colonial  production,  47 ;  pres- 
ent production,  99,  100;  packing 
centers,  100 

Medieval   voyages  to  America,    13-4 

Metals,  fields,  93 

Mexican  War,  annexations,  66; 
campaigns,  74 

Mexico,  conquest,  24-5;  Spanish  ex- 
pansion, 38-9 

Michigan,  territory,  59;  admission, 
73 

Michilimackinac,    settlement,    28 

Midway  Island,  105 

Miguellon,   French  retains,   43 

Military   maps,    11 

Milling  centers,  100 

Mining,  colonial,  47 ;  present  re- 
sources, 93,  96,  97 

Minneapolis,  as  railroad   center,  90 

Minnesota,  territory  and  admission, 
73,  76 

Minuit,  voyage,  27 

Mississippi,  territory  and  admission, 
59 

Mississippi  Valley,  French  explora- 
tion and  control,  27,  28,  33,  39; 
fur-trade  rivalry,  40;  French-Eng- 
lish rivalry,  43 

Missouri,  territory,  63;  admission, 
73;  slavery  abolished,  83 

Missouri  Compromise,  72,  73;  void- 
ed, 77 

Mobile,  settlement,  28,  41 

Mohawk   Trail.   47 

Moluccas,   medieval   trade,    14 

Mongolia,  Polo  in,  14 

Monroe,  Fortress,  78 

Montana,  admission,  87 

Montserrat,   English  control,  40 

Mormon  Trail,  71 

Moscoso,  exploration,   19 
s 


Mount  Rainier  Park,  94 

Nacogdoches,  42 

Nantucket,  added  to  Massachusetts, 
34 

Narvaez,  exploration,  19 

Natchitoches,  41 

National  Monuments,  86,  87,  94 

National  Parks,  86,  87,  94 

National  Road,  58 

Naval  engagements,  in  War  of  1812, 
59-60 

Naval  stores,  colonial  production,  47 

Nebraska,  territory,  77;  enlarged, 
78;  admission,  86 

Netherlands,  claims  and  settlements 
in  North  America,  27,  29,  36,  40; 
in  South  America,  36,  38 

Nevada,  territory,  77 ;  admission,  86 

Nevis,  English  control,  40 

New  Amsterdam,   founded,  29 

New  England,  French  and  Dutch 
boundary  controversies,  29;  settle- 
ment, 33-4,  39 

New  England  Confederation,  29 

New  Foundlancl,  English  control,  43; 
French  fishing  rights,  43 

New  France,  exploration,  28;  settle- 
ment, 29,  39 ;  boundary  controver- 
sies, 29 

New  Hampshire,  grant  and  settle- 
ment, 33 ;  royal  colony,  separation 
from  Massachusetts,  34;  final 
area,  55 

New  Haven,  settlement,  34;  ab- 
sorbed, 34 

New  Jersey,  grants  and  settlement, 
34,  40;  union,  34;  final  area,  55 

New  Mexico,  settlement,  39 ;  annexa- 
tion, 66 ;  opened  to  slavery,  73 ; 
enlarged,  77;  admission,  87 

New  Netherlands,  settlement,  Eng- 
lish rivalry,  29,  40;  absorbs  New 
Sweden,  29,  40;  English  conquest, 
40 

New  Orleans,  settlement,  28,  41;  as 
port,  102 

New  Sweden,  settlement,  overthrow, 
29,  40 

New  York,  charter,  34;  Massachu- 
setts claims  settlement,  55;  west- 
ern claim,  54 

New  York  City  (New  Amsterdam) 
founded,  29 ;  as  colonial  port,  48 


114 


INDEX 


Nicaragua,  protectorate,  103 

Nicolet,  exploration,  28 

Norsemen,  voyages  to  America,  14 

North  America,  English  and  French 
voyages,  18,  20,  27;  Spanish  ex- 
ploration, 19;  physical  geography 
of  eastern,  27;  rival  claims,  27-9, 
36;  French  exploration,  28,  39,  41 ; 
settlement  of  eastern,  28-9,  39-40; 
Spanish  settlement,  38-9;  Russian 
posts,  43-4;  American  exploration, 
63,  70  (see  also  America,  Carib- 
bean) 

North  Carolina,  origin,  34;  western 
claim,  55 

North  Dakota,  admission,  86 

Northeastern  boundary,  63,  66 

Northern  Pacific  railroad,  land 
grant,  88 

Northwest  Passage,  search  for,  19; 
found,  105 

Northwest  Territory,  58-9;  slavery 
prohibited,  73;  prohibition  void- 
ed, 77 

Ocean  currents,  and  Columbus's 
voyage,  1 5 

Ohio,    admission,    59 

Ohio  Valley,  French-English  rivalry, 
43 

Oil  fields,  93 

Ojeda,  voyage,   18,  23 

Oklahoma*,  admission,  87 

Old  San  Antonio  Road,  42 

Olid,   in   Central  America,   25 

Omaha,  as  railroad  center,  90 

Oregon  Act  of  1848,  73;  slavery 
prohibition  voided,  77 

Oregon  claims.  62,  63 ;  joint  occupa- 
tion, 63;  division,  66.  67;  terri- 
tory, 72 ;  slavery  prohibited,  73 ; 
admission,  76 

Oregon  Trail,  71 

Orellano,  exploration,   19 

Orient,  early  travel,  14;  medieval 
trade,  14 

Orleans,  Territory  of,  63 

Ovando,  in  West  Indies,  22,   23 

Pacific  Ocean,  Spanish  explorations, 

19,  20 

Panama,  protectorate,    "103 
Panama  Canal,   early  projects,  24; 

trade  routes,  102 


Panama  City,  established,  19,  24 

Passes,  in  Appalachian  Mountains, 
33 

Peking,  medieval  trade,  14 

Pennsylvania,  grant  and  settlement, 
34,  40;  loses  Delaware,  34;  final 
area,  55 ;  boundary  controversies, 
55 ;  Triangle,  55 

Pensacola,  settlement,  28,  41 

Peru,   conquest,   19,  25,   37 

Philadelphia,  as  colonial  port,  48 

Philippines,  Spanish  in,  19,  20; 
American  dependency,  105 

Physical  geography,  background  of 
maps,  10;  of  eastern  North  Amer- 
ica, 27;  and  English  colonies,  33; 
prairies,  46;  elevations,  57,  69 

Pickawillany  Path,  47 

Pickens,  Fort,  78 

Pike,  Z.  M.,  exploration,  70 

Pineda,  voyage,  19,  24 
'Pinzon,  voyage,   18,  23 

Pizarro,  in  Peru,  19,  25 

Platt  Amendment,  102 

Plymouth,  settlement,  29,  33;  ab- 
sorbed, 34 

Plymouth  Company,  grant,  33 

Polo,  Marco,  journey,  14 

Ponce  de  Leon,  voyage,  19,  23-4;  in 
Porto  Rico,  23 

Pony  Express   Trail,   71 

Popular    sovereignty,    77   • 

Population,  colonial  areas  of  settle- 
ment, 46 ;  centers,  58 

Portages,  27 

Port  Royal,  captured,  43 

Porto  Rico,  settlement,  23 ;  Ameri- 
can possession,  102;  territory, 
105 

Ports,  colonial,  48;  present,  90,  102 

Portugal,  as  colonizing  nation,  13, 
20-3 ;  discoveries,  eastern  empire, 
14-5,  18;  Brazil,  rivals,  16,  18, 
37-8 

Possessions  of  United  States,  105 

Post  of  the  Western  Sea,  41 

Prairie  Area,  46 

Precious  metals,  fields,  93 

Proclamation  Line  of   1763,  51,  55 

Products,  colonial,  47 

Protectorates,  American,    102-3 

Pueblo  Indians,  revolt,  39 

Quebec,  captured,  43 


INDEX 


115 


Quebec  Act  of  1774,  51 
Queen  Anne's  War,  43 
Quesada,  exploration,   19 
Quexos,  voyage,  19,  24 
Quito,  Spanish  in,  37 

Railroads,  to  '  1860,  69-70;  land 
grants,  86-8;  present  lines  and 
centers,  90-1;  transcontinental, 
and  sea  trade  routes,  105 

Raleigh,  voyage,  27 

Ratification  map,  54;  convention 
towns,  54 

Reclamation  projects,  93,  94 

Reconstruction,  war-time.  83-4;  con- 
gressional, 84;  restoration  of 
white  rule,  84;  illegal  movements, 
riots,  84 

Resources,  natural.  93 

Rhode  Island,  settlement,  33 ;  char- 
ter, 34 ;  final  area,  55 

Rice,    colonial    production,    47 

Rivers,  navigable,  91 

Roads,  colonial,  47;    to   1829,   57-8 

Rocky  Mountain  National  Park,  94 

Rum,  colonial  production  and  trade, 
48 

Russia,  posts  in  North  America, 
43-4 

Rysinck,  Peace  of,  41 

Saavedra,  voyage,  20 

St.   Augustine,   settlement,   28 

St.  Joseph,  settlement,  28 

St.  Kitts,  English  control,  40 

St.  Lawrence  River,  importance,  27, 

33 

St.  Louis,  as  railroad  center,  90 
St.  Paul,  as  railroad  center,  90 
St.  Pierre  Island,  France  retains, 

43 

Samarkand,  as.  trade  center,   14 
San  Antonia,  42 
San  Juan,  P.  R.,  founded,  23 
San  Juan  River,  as  trade  route,  24 
San  Juan  water  boundary,  67 
Sandoval,  in  Mexico,  25 
Sante  Fe  Trail,  70,  71 
Santo  Domingo,  founded,  23 
Scott,      Winfield,      Mexican      cam- 
paign, 74 

Secession,  map,  76;  federal  proper- 
ty seized  by  Confederates,  78 


Sequoia  National  Park,  94 

Seven  Years'  War,  partition  of 
America,  43 

Sherman,  W.  T.,  March  to  the  Sea, 
81;  Atlanta,  81 

Ship  building,  colonial,  47 

Sierra  Leone,  discovery,  15 

Silver  fields,  93 

Six  Nations,  importance,  27 ;  loca- 
tion, 28 

Slave  trade,  colonial,  48;   domestic, 

Slavery,  geography,  11;  map  of 
compromises,  72 ;  free  and  slave 
areas  to  1850,  their  origin,  72-3; 
fugitives,  74;  Kansas-Nebraska 
Act  and  popular  sovereignty,  76, 
77;  Dred  Scott  decision,  76,  77; 
free  and  slave  areas  in  1861,  78; 
process  of  emancipation,  83 

Smith,    Jedcdiah,    explorations,    70, 

Solis,  voyage.  19,  23 

Sources  of  maps,  11 

South  America,  discovery,  18;  Span- 
ish exploration,  19-20;  rival  claims, 
36,  38;  Spanish  expansion,  36-7; 
Portuguese  expansion,  37 

South  Carolina,  origin,  34;  western 
claim,  55 

South  Dakota,  admission,  86-7 

Southern  Pacific  railroad,  .land 
grant,  88 

Spain,  as  colonizing  nation,  13,  20; 
explorations  in  America,  15,  18- 
20;  Philippines,  19;  development 
of  Caribbean  area,  22-5;  claim 
and  rivalry  in  North  America, 
27,  29,  36,  38-9,  41,  42;  expansion 
in  South  America,  36-7 ;  Louis- 
iana, 43.  62-3;  Oregon  country, 
62,  63;  Florida.  63,  66 

Spanish  War,    102 

Spices,  trade,  14 

State  claims    (see  Western  claims) 

States,  crystallization  of  areas,  ad- 
missions, 54-5,  59;  63,  73,  76-7, 
86-7. 

Stockton,    R.    F.,    in    California,    74 

Sugar  beet  areas,  99 

Sumter,  Fort,  78 

Sweden,  claims  and  settlements  in 
North  America,  27,  36,  40 


116 


INDEX 


Taylor,  Zachary,  Mexican  campaign, 
74 

Taylor,  Fort,  78 

Tennessee,  admission,  59;  slavery 
prohibited,  83;  war-time  recon- 
struction, 84;  no  federal  land,  88 

Territories,  organization,  59,  63,  73, 
77-8,  105;  slavery  in,  73,  77; 
slavery  prohibited,  83 

Territory  South  of  the  River  Ohio, 
59 

Texas,  French  in,  39;  Spanish  set- 
tlement, 39,  41,  42;  French-Span- 
ish rivalry,  41-2;  in  eighteenth 
century,  42;  western  boundary, 
42,  67;  annexation,  66;  republic, 
67;  admission,  73;  no  federal 
land,  88 

Texas  Act  of  1845,  72,  73;  slavery 
prohibition  voided,  77 

Texas  Pacific  railroad,  land  grant, 
88 

Textile    industry,    areas,    96-7 

Thirteenth  Amendment,  83 

Tobacco,  colonial  production,  47 

Tobago,  English  control,  40 

Trade,    (see   Commerce) 

Trade  Winds,  and  Columbus's  voy- 
age, 15-6 

Trails,  Indian,   28,  47;   western,  70 

Transcontinental  railroads,  90-1, 
105 

Transportation,    (see  Commerce) 

Triangular  trade  routes,  48 

Turks   Islands,   English   control,   40 

Tutuila  Island,  105 

Union,  Fort,  78 

Union  Pacific  railroad,  land  grant, 

88 

Uruguay,  rival  claims  in,  38 
Utah,   territory   opened   to   slavery, 

73 ;  admission,  87 

Valdivia,  exploration,  19 
Venice,  medieval  trade,   14 
Verrazano,  voyage,  20 
Vespucci  us,    voyage,    18 
Vicksburg  campaign,  81 


Villalobos,  voyage,  20 

Vincennes,  settlement,  28 

Virgin  Islands,  English  control,  40; 
American  possession,  102,  103 
105 

Virginia,  settlement  and  charter- 
28,  33,  34,  39 ;  western  claim.  55  • 
military  bounty  lands,  55;  Penn 
sylvania  boundary  controversy 
55;  Civil  War  campaigns,  81: 
war-time  reconstruction,  83 

Voyages  of  discovery,  quests,   18 

Wake  Island,  105 

Walker,  Joseph,  explorations    70,  71 

War  of  1812,  59-60 

Washington,  George,  campaigns,  51 

Washington,  territory,  77;  admis- 
sion, 87 

Waterways,  colonial  sea  routes,  48- 
9;  internal,  to  1860,  70;  present 
internal,  91 ;  present  sea  routes, 
102,  103,  105 

West  Florida,  occupation,   63,  66 

West  Indies,  exploration,  18,  22; 
Spanish  colonization,  22-3;  Eng- 
lish-French, and  Dutch  in.  39-40; 
trade  with  mainland  colonies,  48; 
United  States  in,  102-3 

West  Virginia,  admission,  76-7 ;  free 
state,  83 

Western  claims,  charters  originat- 
ing, 34;  map,  54 

Western  Reserve,  55 

Wheat,  production,  99 

Wilderness  Roid,   58 

Willouirhby.  voyage,  20 

Wilmington,  founded,  40 

Wisconsin.  pdimcsion,  73 

World,  before  Columbus,  13 

Wyoming,   admission,  87 

Yamassee  Indians,  waT,  42 
Yellowstono   National    Park,    01 
Yosemite  National  Park,  94 
Yuma,  Fort,  78 

Zacatula.  established,  19 
Zinc  fields,  93 


